Mental 
Defectives 


UC-NRLF 


17    fllD 


GAMES  AND  EXERCISES 

FOR 
MENTAL  DEFECTIVES 


GAMES  AND  EXERCISES 

FOR 

MENTAL  DEFECTIVES 


BY 
HILDA  A.  WRIGHTSON 


"The  one  idea  no  sooner  comes  into  the  understanding  than 
its  associate  appears  with  it." — Locke. 


CAMBRIDGE,  MASS. 

CAUSTICCLAFLIN  CO.,  PUBLISHERS,  HARVARD  SQUARE 
1916 


Copyright,  1916, 
By  Hilda  A.  Wrightson 


PREFACE 

THE  training  possible  with  feeble-minded  children 
ranges  from  that  which  will  enable  them  "to  eat 
a  little  less  like  an  animal  and  make  known  their 
physical  wants" — in  the  case  of  idiots — up  to  con- 
siderable efficiency  in  certain  lines  of  manual  and  industrial 
work,  for  the  morons.  Reading,  Writing  and  Arithmetic 
as  formal  studies  are  of  but  little  value — only  a  small  per- 
centage of  the  very  highest  grades  ever  attaining  enough 
efficiency  to  make  use  of  them  after  instruction  ceases. 

Defectives  of  all  grades  lack  energy  and  initiative.  They 
do  not  therefore,  of  their  own  accord,  develop  the  physical 
coordinations  that  normal  children  do.  Accordingly  they 
must  be  exercised  along  these  lines  if  they  are  to  attain  to 
the  highest  of  their  limited  capacity. 

Not  having  the  judgment  and  foresight,  the  ambition, 
of  normal  children,  special  efforts  must  be  put  forward  to 
hold  their  interest  while  exercises  for  coordination  are  being 
given. 

The  most  natural  way  to  accomplish  this  is  through  the 
medium  of  games. 

Miss  Wrightson  has  brought  together  in  convenient  form 
a  large  number  of  games  especially  adapted  to  accomplish 


415482 


II  PREFACE 

these  results.  Her  long  experience  with  feeble-minded  chil- 
dren is  a  guarantee  of  their  usefulness  and  efficacy  for  the 
purpose. 

It  should  be  fully  appreciated  by  teachers,  parents  and 
superintendents  that  the  playing  of  these  games  is  not  "mere 
play,"  but  definite  training  of  the  best  kind,  In  many  cases 
there  is  little  else  to  be  done. 

The  teacher  should  select  such  games  as  are  most  inter- 
esting to  her  special  group  and  practice  these  until  the  chil- 
dren are  reasonably  proficient  in  them  or  until  they  prove 
uninteresting. 

The  teacher  unfamiliar  with  feeble  minds  will  perhaps 
think  some  of  the  games  here  described  of  no  value.  It  is 
always  hard  for  the  more  intelligent  to  understand  the  less 
intelligent,  for  normal  teachers  to  understand  defective 
children.  It  should  be  remembered  that  the  joy  of  accom- 
plishment is  one  of  the  greatest  joys  of  life  for  all  grades  of 
intelligence.  It  is  the  fact  that  the  list  includes  games 
adapted  to  the  simplest  minds  which  constitutes  one  of  its 
excellencies. 

It  should  not  be  forgotten  that  these  games  not  only  de- 
velop coordination  and  attention;  manners,  morals,  self-con- 
trol, altruism,  patience  and  many  more  desirable  qualities 
are  involved.  What  more  can  education  do  than  develop 


PREFACE  III 

to  the  limit  of  the  individual's  capacity  these  qualities  which, 
possessed  even  in  a  small  degree,  will  help  to  make  him  a 
social  rather  than  an  anti-social  being! 

HENRY  H.  GODDARD. 

VlNELAND,   N.  J. 

December,  1915. 


PRACTICAL    HINTS    FOR    TRAINING 
MENTAL    DEFECTIVES 

THE  games  and  exercises  in  this  book  were  written 
for  use  among  mothers  and  teachers  of  feeble- 
minded children,  the  object  being  to  help  develop 
muscular  control  and  to  quicken  the  sense  percep- 
tions.     The  most   difficult  among  the  exercises   could  be 
mastered  with  ease  by  a  normal  child  six  years  of  age. 
The  following  instructions  should  be  observed : 

1.  Each  one  of  the  exercises  should  be  put  before 
the  child  in  a  spirit  of  play,  thereby  doing  away  in  some 
measure  with  depression  and  inertia. 

2.  Absolute  simplicity  in  the  training  is  essential. 
The  manner  in  which  a  game  is  played  is  of  more  im- 
portance than  the  game  itself.     A  simple  game  or  exer- 
cise taught  in  a  complex  manner  will  produce  a  confusion 
of  ideas  in  the  mind  of  the  child  and  mean  failure  in 
training. 

3.  Aim  to  produce  one  idea  at  a  time  in  the  mind 
of  the  child. 

4.  In  teaching  mental  defectives  the  personality  of 
the  teacher  plays  an  important  part.        She  should  be 
patient,    cheerful    and    optimistic,    always  ready  with  a 
word  of  encouragement  when  a  child  fails  to  produce 
desired  results;  thorough  in  her  methods  and  of  keen 
perception.     The  mind  of  the  teacher  reacts  upon  the 
mind  of  the  child:  "Education  is  one  mind  making  an- 
other mind  and  one  heart  another  heart.'' 

5.  It  will  be  found  in  many  cases  that  the  principal 
weakness  in  these  children  is  their  lack  of  concentrative- 


INTRODUCTION 


ness,  and  it  is  only  by  simple,  fixed  methods  of  work, 
elimination  of  all  confusion,  and  the  conviction  of  the 
teacher  that  good  results  must  emanate  from  her  train- 
ing that  she  can  develop  and  strengthen  this  latent  power 
in  the  child.  One  game  or  exercise  thoroughly  and  sys- 
tematically taught  will  prove  of  more  lasting  value  in 
training  the  child,  than  one  dozen  taught  in  a  manner 
void  of  method.  The  mode  of  procedure  must  not 
vary;  children  should  be  lined  up  in  the  same  way, 
material  of  the  same  color  must  be  used,  and  diagrams 
drawn  precisely  the  same  way  each  time  the  game  or 
exercise  is  used.  Should  the  smallest  alteration  be  made 
in  these  details,  it  will  produce  a  confusion  of  ideas  in 
the  child's  mind  and  successful  training  will  not  result. 

6.  The  given  signal  for  starting  a  game  should  be 
brief,  as,  "Are  you  ready?"  followed  by  the  word  "Go!" 
said  sharply  and  clearly.    A  signal  with  too  many  words 
is  confusing.     Always  use  the  same  form  of  signal  in 
starting  a  game.     Should  this  be  changed  ever  so  little 
the  game  will  not  start  successfully,  for  the  child's  mind 
will  be  centered  upon  that  change  and  he  will  lose  the 
all-important  idea,  e.  g.f  the  start  of  the  game.     A  game 
unsuccessfully  started  is  a  failure  throughout. 

7.  Competitive    games   should    always    be   played 
single  file  at  first  until  children  become  acquainted  with 
the  game. 

8.  Mental  defectives  cannot  be  allowed  the  free 
play  accorded  normal  children;  to  get  good  results  their 
play  must  be  supervised  at  all  times.     The  play  spirit  is 
undeveloped  in  most  of  these  children  and  our  object  is 
to  endeavor  to  stimulate  its  growth  until  the  child  plays, 
not  because  it  has  to,  but  because  it  wants  to. 

9.  Make  all  exercises  as  attractive  as  possible;  aim 
to  have  an  air  of  peace  and  tranquillity  in  the  school- 


INTRODUCTION 


room.  Tension  in  the  slightest  degree  is  disastrous  to 
the  training.  The  schoolroom  should  be  made  a 
pleasure-ground  for  the  child.  Bear  in  mind  the  best 
discipline  always  attends  the  most  successful  play. 

10.  It  is  not  advisable  to  keep  a  child  for  longer 
than  one  hour  at  a  session.  In  a  longer  session  it  will  be 
noticed  the  child  becomes  depressed  or  restless  and 
power  of  concentration  becomes  weaker.  During  the 
session  a  child  should  not  be  kept  too  long  at  one  exer- 
cise ;  from  four  to  ten  minutes  is  sufficient  for  any  of  the 
exercises.  Should  a  child  be  kept  twenty  minutes  at  one 
exercise,  more  will  be  gained  during  the  first  five  minutes 
than  the  latter  fifteen  minutes.  A  game  played  too 
many  times  in  an  effort  to  perfect  it,  loses  its  object. 

1 1 .  Two  inactive  exercises  should  not  follow  each 
other  consecutively. 

12.  In  teaching  rhymes  and  songs,  introduce  simple 
action.     It  will  help  to  develop  sense  of  rhythm  and  be 
found  to  aid  the  memory  in  a  marked  degree. 

13.  In  drawing  diagrams  on  a  polished  wood  floor, 
better  results  can  be  obtained  by  moistening  the  chalk. 

The  materials  used  in  these  exercises  and  games  should 
be  very  simple.  Bean  bags  should  be  made  five  inches 
square,  of  bright-colored  cloth  of  heavy  texture,  and  filled 
with  small,  hard  beans.  The  wooden  blocks  should  be  eight 
inches  in  length,  and  one  and  a  half  inches  on  each  side;  the 
corners  should  be  sharp  so  that  they  may  be  stood  on  end 
without  difficulty.  Gas  balls,  medicine  balls,  and  baseballs 
should  be  regulation  size. 

HILDA  A.  WRIGHTSON. 


PART  I. 


FOR   MENTAL  DEFECTIVES  11 

1.  BEAN    BAG   CATCH 

Material. — Ten  bright  colored  bean  bags. 

Children  sit  in  semi-circle  on  small  chairs. 

Teacher  stands  in  front  of  class  and  throws  bean  bags, 
endeavoring  to  put  one  into  the  hands  of  each  child  as  they 
sit  in  class. 

It  is  well  to  throw  the  bags  first  to  a  child  on  one  side  of 
the  class,  then  to  a  child  on  the  other  side;  the  children  will 
become  more  alert  when  the  bag  is  thrown  unexpectedly. 
When  all  bean  bags  have  been  thrown,  tell  children  to  throw 
them  back  to  teacher. 

Choose  two  players  to  pick  up  fallen  bean  bags  and  re- 
turn them  to  teacher. 

Object. — Train  eye  and  hand  for  ball-catching;  concen- 
tration; stimulate  play  spirit. 


2.  ROLL    BALL 

Material. — Medicine  Ball. 

Have  children*  sit  in  semi-circle  on  small  chairs. 

Mark  two  parallel  lines  on  the  floor  twelve  feet  apart 
and  four  feet  in  length. 

Teacher  stands  on  one  line  and  rolls  the  ball  slowly  in 
the  direction  of  second  line,  meanwhile  calling  upon  A  to 
catch  the  ball  before  it  can  reach  second  line. 

A  will  leave  seat  to  catch  the  ball,  and  roll  it  back  to 
teacher,  who  will  again  roll  ball,  calling  upon  B  to  catch  it 
before  reaching  second  line. 

As  children  become  more  alert,  the  ball  may  be  rolled 
more  quickly.  Those  children  who  can  talk  may  be  allowed 
to  roll  the  ball  and  call  a  child's  name. 

Object. — Attention;  spirit  of  play;  muscular  control. 


12  GAMES  AND   EXERCISES 

3.  BEAN    BAG   TOSS 

Material. — Shallow  box,  bean  bags. 

Children  sit  in  a  circle  on  the  floor,  three  feet  apart. 

Place  a  large,  shallow  box  in  the  centre  of  circle.  Give 
each  child  a  bean  bag. 

Have  the  children  each  throw  their  bean  bag,  in  turn, 
endeavoring  to  get  it  into  the  box  in  centre  of  circle. 

NOTE. — This  game  is  especially  adapted  for  crippled  chil- 
dren and  those  unable  to  take  part  in  active  games. 


4.  COLOR 

Material. — Equal  number  of  red,  blue,  and  yellow  blocks. 

Children  sit  in  semi-circle.     Give  each  child  one  block. 

Make  three  chalk  circles  in  row  on  floor  in  front  of 
class;  place  red  block  in  one,  blue  block  in  one,  and  yellow 
block  in  the  other. 

Call  upon  children  to  come  from  their  seats  in  turn  and 
place  their  blocks  in  circles  calling  for  like  colors. 

Do  not  let  second  child  play  until  first  child  has  returned 
to  her  seat,  thereby  avoiding  confusion.  Do  not  attempt  to 
call  the  colors  by  name ;  children  will  match  them  more  suc- 
cessfully by  sense  of  sight  alone. 

Variation. — Four  circles  may  be  used,  and  green  intro- 
duced when  above  colors  are  mastered. 

Object. — Develop  color  sense  and  concentration. 


FOR   MENTAL  DEFECTIVES  13 

5.       COMMAND  AND  CONCENTRATION 

Material. — Soap,  spoon,  cup,  doll,  ball,  comb,  toothbrush, 
or  any  article  the  child  is  apt  to  come  in  contact  with 
in  daily  life. 

The  teacher  should  place  these  articles  in  a  row  on  the 
table,  and  then  tell  one  of  the  children  to  give  her  the  tooth- 
brush. Say  the  words  slowly  and  distinctly  that  the  child  may 
understand  exactly  what  is  wanted.  When  the  child  has 
handed  the  toothbrush  to  the  teacher,  ask  for  each  article  in 
turn.  If  the  child  is  unable  to  concentrate  for  sufficient 
length  of  time  to  pick  up  the  desired  article,  do  not  try  to 
force  its  attention;  send  the  child  to  its  seat  with  a  word  of 
encouragement,  and  try  the  exercise  each  succeeding  day  until 
slowly  but  surely  the  child's  attention  will  become  strong 
enough  to  master  the  exercise. 


6.  BOWLING 

Material. — Two  dozen  bright  colored  blocks.  Six  colored 
baseballs.  Colors — blue,  yellow,  red,  and  green. 

Draw  a  chalk  circle  three  feet  in  diameter ;  make  a  start- 
ing line  fifteen  feet  from  circle. 

Place  blocks  on  end  inside  circle,  not  too  closely  together. 
Call  upon  child  to  stand  on  starting  line  and  bowl  balls  one 
at  a  time,  endeavoring  to  knock  down  as  many  blocks  as 
possible. 

Variation. — Two  circles  may  be  drawn  and  two  starting 
lines. 

Two  players  may  bowl  at  the  same  time;  the  child  hav- 
ing knocked  down  the  greater  number  of  blocks  wins. 

Choose  two  children  to  stand  up  the  fallen  blocks;  also 
two  or  more  children  to  fetch  scattered  balls. 

Object. — To  develop  sureness  of  aim;  attention;  mus- 
cular control. 


14  GAMES  AND   EXERCISES 

7.  MEMORY  AND  COMMAND 

Teacher  calls  the  names  of  three  children  to  stand  on 
chalk  line  made  for  that  purpose  in  front  of  class.  Call 
names  distinctly,  but  do  not  make  a  pause  between  each 
name.  The  children  whose  names  are  called  will  leave 
their  seats  and  stand  side  by  side  on  chalk  line. 

If  it  is  found  three  names  are  too  confusing  for  the 
children  to  remember,  teacher  should  use  only  two  to  start 
the  exercise. 

When  children  have  become  accustomed  to  remembering 
their  names  when  three  are  called,  teacher  slowly  increases 
the  number,  always  bearing  in  mind  it  is  better  to  have  the 
exercise  too  simple  rather  than  too  complicated  for  the  child. 


8.  BALL   THROW 

Material. — Medicine  ball. 

Have  children  stand  in  group  at  one  end  of  the  room. 

Teacher  throws  medicine  ball  into  their  midst;  child 
catching  the  ball  throws  it  back  to  teacher,  who  will  imme- 
diately repeat  the  exercise.  Encourage  children  to  run  after 
the  ball  when  it  falls  to  the  ground.  Do  not  call  upon  any 
particular  child  to  catch  the  ball;  by  throwing  it  in  their 
midst  and  letting  those  catch  it  who  can,  the  children  will 
become  more  alert. 

Should  a  child  be  very  slow,  it  is  well  to  call  upon  that 
child  in  particular  to  catch. 

Object. — Train  eye  and  hand  for  ball  catching;  develop 
play  spirit. 


FOR   MENTAL  DEFECTIVES  15 

9.  SILENCE    PERIOD 

It  is  very  important  that  a  period  of  silence  be  main- 
tained from  three  to  five  minutes  during  one  hour  classes. 

Have  the  children  sit  with  arms  folded  and  knees  close 
together,  each  child  erect  in  his  seat.  As  far  as  it  is  possible 
have  perfect  quiet  in  the  class  room,  let  no  one  make  a  sound. 

Teachers  will  find  after  a  period  of  silence  children  will 
concentrate  more  readily,  and  their  restlessness  will  have 
abated  materially. 

Object. — Rest;  attention;  concentration. 


10.  BLOCK    PLACING 

Material. — Wooden  blocks  of  one  color,  according  to  num- 
ber of  children  playing. 

Make  a  line  of  small  chalk  crosses  on  the  floor  twelve 
inches  between  each  cross ;  draw  a  starting  line  parallel  with 
crosses,  eighteen  feet  between. 

Give  each  child  a  block  and  have  them  stand  in  position 
on  starting  line. 

At  a  given  signal  have  children  run  and  place  their 
blocks  on  one  of  the  crosses,  then  back  to  starting  line. 

The  blocks  must  be  placed  on  end  upon  the  crosses; 
should  a  block  fall,  the  child  must  place  it  upright  again. 

This  exercise  may  be  repeated  three  or  four  times. 

Object. — To  develop  muscular  control;  attention;  and 
to  stimulate  the  spirit  of  play  in  the  child. 


16  GAMES  AND  EXERCISES 


11.  COLOR    EXERCISE 

Material. — Six  bright  colored  balls — two  red,  two  blue,  two 
yellow. 

Place  three  balls  on  the  table,  one  of  each  color,  teacher 
holding  the  duplicates. 

Hold  up  red  ball  that  all  may  see  it,  and  call  upon  A  to 
pick  out  ball  of  same  color  on  the  table.  When  A  has 
picked  out  red  ball,  teacher  should  hold  up  blue  ball,  and 
call  upon  B  to  find  duplicate.  Do  not  call  the  balls  by  color 
name.  The  child  will  develop  color  sense  more  quickly  if 
name  of  color  is  omitted  at  this  stage. 

Object. — Develop  color  sense  and  attention. 


12.  ROLLING    ROUNDERS 

Material. — Medicine  ball. 

Children  sit  in  a  circle,  five  feet  between  each  player. 

The  ball  must  be  rolled  from  one  player  to  the  next,  all 
the  way  round  the  circle;  it  is  well  to  choose  one  player  to 
run  after  the  ball  when  it  rolls  away  from  the  circle. 

For  variety  the  ball  may  also  be  rolled  across  the  circle. 

This  game  is  especially  beneficial  for  crippled  children, 
and  those  unable  to  take  part  in  active  games. 

Object. — Muscular  control;  attention;  play  spirit. 


FOR   MENTAL   DEFECTIVES  17 


13.  MUSCULAR    CONTROL 

Have  all  children  stand  three  feet  apart. 

Raise  arms  to  the  level  of  shoulders,  palms  towards  the 
floor.  On  command,  children  should  raise  heels  from  the 
floor  and  slowly  lower  them  again. 

Arms  must  be  kept  perfectly  straight  while  this  exercise 
is  being  performed. 

Repeat  the  exercise  six  times,  then  the  arms  may  be  low- 
ered, and  a  short  space  of  time  allowed  for  rest. 

Object. — Concentration  and  muscular  control. 


14.  SHOE-LACING    EXERCISE 

Draw  a  chalk  line  on  floor  and  have  children  stand  with 
both  feet  on  line. 

At  command,  children  should  sit  on  floor  and  take  off 
one  shoe. 

Among  the  more  defective  children  it  is  well  for  the 
teacher  to  unfasten  the  bow  on  each  child's  shoe  before  the 
exercise  begins,  or  the  children  will  be  apt  to  pull  their  laces 
into  innumerable  knots,  thereby  causing  much  confusion. 

When  each  child  has  removed  one  shoe,  teacher  may  tell 
them  all  to  put  shoes  on  again,  and  see  who  can  lace  his  first. 

Object. — Attention ;  ability  to  dress  themselves. 


18  GAMES  AND   EXERCISES 


15.  BEAN    BAG    THROW 

Material. — Three  bean  bags,  red,  blue,  and  yellow  in  color. 

Teacher  should  draw  a  chalk  circle  on  floor  about  three 
feet  in  diameter,  and  make  a  starting  line  twelve  feet  from 
circle. 

Have  child  stand  on  starting  line  and  throw  each  bean 
bag,  endeavoring  to  get  them  into  the  chalk  circle. 

This  game  may  be  varied  by  having  two  circles  and  let- 
ting two  children  play  at  the  same  time;  in  such  cases  it  is 
well  to  have  red  bean  bags  used  in  one  circle  and  blue  bean 
bags  in  the  other. 

Object. — Train  eye  and  hand  for  throwing  games. 


16.  HEARING    EXERCISE 

Material. — Clear-sounding  bell. 

Call  upon  two  children  to  perform. 

Have  A  stand  at  one  end  of  the  room  and  ring  a  bell. 

Blindfold  B  and  take  her  to  the  opposite  side  of  the 
room  and  let  her  find  her  way  to  A  guided  by  her  sense  of 
hearing. 

A  must  not  move  and  must  keep  the  bell  ringing  con- 
stantly. 

This  exercise  is  beneficial  for  mental  defectives  in  the 
first  stages  of  hearing  development. 

Object. — Concentration ;  hearing. 


FOR   MENTAL  DEFECTIVES  19 


17.  MEDICINE    BALL    THROW 

Material. — Medicine  ball. 

Children  stand  in  semi-circle. 

Teacher  should  throw  ball  to  child  in  centre  of  class,  the 
child  then  throws  the  ball  back  to  teacher.  The  ball  is  again 
thrown  by  teacher  to  another  child  in  class,  the  game  con- 
tinuing in  this  way,  teacher  throwing  the  ball  and  children 
returning  it. 

Do  not  play  in  rotation;  the  children's  attention  will  be 
held  better  if  ball  is  thrown  unexpectedly  to  different  parts 
of  the  class. 

Object. — Train  eyes  and  hands  for  ball  catching;  atten- 
tion; develop  play  spirit. 


18.  TIPTOE    EXERCISE 

Have  the  children  sit  perfectly  quiet;  let  no  noise  be 
heard  in  the  room;  maintain  quiet  in  the  room  for  two  or 
three  minutes  before  starting  exercise. 

Teacher  calls  upon  A  to  perform;  he  should  stand  up 
with  arms  folded  and  walk  on  tiptoe  around  teacher's  chair 
(or  to  a  given  point)  and  back  to  his  seat. 

Teacher  continues  the  exercise,  encouraging  each  child 
to  do  just  a  little  better  than  the  preceding  child. 

Care  should  be  taken  not  to  continue  this  exercise  too 
long.  Four  minutes  is  sufficient. 

Object. — Rest;  concentration;  discipline. 


20  GAMES   AND   EXERCISES 

19.  PULLING    EXERCISE 

Material. — A  strong  rope  about  twelve  feet  in  length. 

Choose  six  players  as  evenly  matched  in  size  and  height 
as  possible. 

Make  two  starting  lines  four  feet  apart  on  which  the 
leader  of  each  side  will  stand. 

At  a  given  signal  the  three  players  on  one  side  should 
pull  in  an  opposite  direction  to  the  three  players  on  the  other 
side. 

It  will  be  found  when  this  exercise  is  started  some  of  the 
children  will  be  apt  to  let  go  of  the  rope  when  they  feel 
others  pulling,  and  some  will  pull  aimlessly,  neither  giving 
help  to  one  side  or  the  other.  Do  not  try  to  force  the  child 
to  pull  the  rope  in  the  right  way.  Continual  use  of  this  ex- 
ercise and  observation  will  bring  about  desired  results. 

This  exercise  is  a  slight  variation  of  tug-o'-war. 

Object. — Develop  muscular  control ;  concentration ;  com- 
mand. 

20.  COMMAND  AND  CONCENTRATION 

Material. — Red  ball,  blue  bean  bag. 

Place  the  above  articles  on  table  and  call  upon  child  to 
perform. 

Teacher  may  give  commands  in  the  following  order, 
speaking  slowly  and  distinctly: 

Pick  up  ball  and  hold  it. 

Pick  up  bean  bag  and  hold  it. 

Put  down  ball. 

Put  down  bean  bag. 

Pick  up  ball  and  hold  it. 

Put  down  ball  and  pick  up  bean  bag  and  hold  it. 

Put  down  bean  bag. 

Teacher  should  pause  between  each  action,  that  the  child 
may  not  become  confused. 


FOR   MENTAL  DEFECTIVES  21 

21.  BELL   CIRCLE 

Material. — Six  bright  colored  baseballs;  one  bell. 

Have  children  sit  in  a  circle  on  the  floor,  a  small  space 
between  each  child.  Use  the  most  active  child  for  running 
after  balls  that  go  astray. 

Place  the  bell  in  the  middle  of  the  circle  and  give  six  of 
the  children  each  a  baseball. 

The  children  should  play  in  order,  each  one  rolling  his 
ball  and  endeavoring  to  hit  the  bell  and  make  it  ring. 

This  game  is  very  good  for  crippled  children,  and  those 
unable  to  take  part  in  running  games. 

Object. — Develop  play  spirit;  attention. 


22.  SIT   AND    STAND 

The  class  should  be  seated  in  a  half-circle  on  kindergar- 
ten chairs. 

Children  should  sit  erect,  arms  folded,  feet  together. 

At  a  signal  given  by  the  teacher  all  children  stand ;  there 
must  be  no  scuffling  of  feet  or  confusion  of  any  kind;  arms 
must  not  be  moved;  and  all  stand  quickly  on  the  given  sig- 
nal. Signal  will  then  be  given  for  all  children  to  sit;  this 
must  also  be  done  with  precision. 

This  exercise  may  be  repeated  four  or  five  times  in  suc- 
cession. 

NOTE. — To  vary  this  exercise  children  may  clasp  their 
hands  tightly  behind  their  backs,  each  hand  grasping  an  el- 
bow. The  exercise  will  be  found  more  difficult  to  perform 
with  arms  folded  in  this  manner. 

Object. — Muscular  control;  attention;  discipline. 


22  GAMES  AND  EXERCISES 

23.  SENSE    OF    DIRECTION 

Place  four  chairs  in  a  straight  row;  call  upon  four  chil- 
dren to  come  and  sit  in  these  chairs;  tell  each  child  to  notice 
the  chair  in  which  she  is  sitting  and  the  child  next  to  whom 
she  is  sitting. 

On  signal  have  children  all  get  up  from  chairs  and  walk 
the  whole  way  around  the  room.  When  they  reach  their 
chairs  again,  each  child  must  sit  in  precisely  the  same  chair 
she  had  when  exercise  began. 

As  children  advance  in  this  exercise  the  number  of 
chairs  may  be  increased,  always  taking  care  lest  the  exercise 
become  too  complex. 


24.  HOOP    GAME 

Material. — A  wooden  hoop  four  feet  in  diameter,  covered 
with  bright  blue  or  red  binding ;  bean  bags. 

Have  two  of  the  larger  pupils  hold  hoop  three  feet  from 
ground,  children  meanwhile  standing  in  a  group  on  one  side 
of  hoop,  teacher  standing  on  opposite  side. 

Teacher  then  takes  six  bright  colored  bean  bags  and 
throws  them  one  at  a  time  through  the  hoop  into  the  hands 
of  the  children  on  the  opposite  side.  When  children  have 
all  the  bean  bags  on  their  side  they  should  throw  them  back 
through  hoop  to  teacher,  and  game  will  be  repeated. 

The  teacher's  assistant  should  pick  up  fallen  bean  bags 
and  place  them  in  the  hands  of  those  children  who  are  not 
able  to  catch  readily. 

The  weaker  and  more  deficient  children  must  be  paid 
special  attention  in  these  group  games  and  exercises,  or  they 
will  be  pushed  to  the  wall  by  their  stronger  companions  and 
derive  no  benefit  whatever. 

Object. — Stimulate  play  spirit;  train  hand  and  eye  for 
ball  catching;  attention. 


PART  II. 


FOR   MENTAL  DEFECTIVES  25 


25.          DIRECTION    AND    COMMAND 

Material. — Cup,   spoon,  hairbrush,  or  any  article  used  in 
everyday  life  of  the  child. 

Teacher  should  place  above  articles  in  different  parts  of 
the  room;  for  instance,  put  the  cup  on  a  chair;  the  spoon 
on  the  table;  the  hairbrush  on  another  chair.  Each  article 
must  be  in  such  a  position  it  can  be  easily  seen  by  the  child. 

Call  upon  A  to  bring  the  cup  to  teacher;  call  upon  B  to 
bring  the  spoon ;  continue  the  exercise,  calling  upon  different 
children  to  perform  until  all  the  articles  have  been  brought 
to  teacher. 


26.  VISUALIZATION 

Have  class  seated  in  semi-circle. 

Place  four  different  articles  in  a  row  on  the  table;  these 
articles  must  be  objects  which  the  child  is  likely  to  come  in 
contact  with  every  day,  such  as  soap,  cup,  spoon,  comb.  Call 
upon  one  child  and  ask  him  to  look  at  the  articles  on  the 
table,  then  blind  his  eyes  and  remove  the  cup ;  take  bandage 
from  child's  eyes  and  ask  him  which  article  was  removed 
from  the  table. 

Should  the  child  be  unable  to  visualize  as  many  as  four 
articles,  use  only  three  to  start  the  exercise.  When  children 
can  readily  visualize  four,  slowly  increase  number  of  ar- 
ticles. 

Object. — Memory  and  concentration. 


26  GAMES  AND  EXERCISES 


27.      SINGLE    LINE    BLOCK    STANDING 

Material. — Equal  number  of  red,  blue,  and  yellow  blocks. 

Line  up  children  in  single  file  according  to  height. 
Chalk  floor  as  per  diagram.  Give  each  child  a  block. 

The  leader  will  stand  on  starting  line.  At  a  given  sig- 
nal he  will  run  and  place  his  block  on  end  in  the  circle,  after 
which  he  will  run  to  rear  of  line,  and  second  boy  will  take 
his  turn. 

Should  a  child  knock  other  blocks  down  while  placing 
his,  he  must  stand  them  up  again  before  taking  his  place  at 
rear  of  line. 

Continue  until  each  child  has  placed  its  block. 

Object. — Attention ;  muscular  control ;  spirit  of  play. 


20    FT. 


FOR   MENTAL  DEFECTIVES  27 


28.  WALKING    EXERCISE 

1 .  Teacher  should  draw  a  straight  chalk  line  along  the 
floor.     Have  child  walk  line  slowly,  taking  care  to  place 
both  heel  and  toe  on  line  at  every  step. 

2.  Walk  line  with  hands  placed  firmly  on  hips  and  el- 
bows out. 

3.  Walk  line  with  hands  clasping  elbows  at  back. 

4.  Walk  line  with  hands  clasped  in  nape  of  neck;  el- 
bows out. 

5.  Walk  line   with  arms   outstretched  on  level  with 
shoulders,  fingers  straight,  palms  down. 

6.  Have  child  place  feet  close  together  and  with  hands 
on  hips,  take  short  jumping  steps  from  one  end  of  line  to 
the  other. 

7.  Place  hands  on  hips  and  hop  on  one  foot;  take  care 
to  have  foot  on  line  at  every  hopping  step. 

Object. — To  develop  muscular  control ;  attention  and  co- 
ordination. 


29.       COMMAND  AND  OBSERVATION 

Teacher  should  call  A  and  tell  him  to  stand  in  one  cor- 
ner of  the  room ;  call  B  and  tell  him  to  go  to  another  corner ; 
call  C  and  D  to  go  to  the  other  two  corners ;  call  E  to  stand 
in  the  middle  of  the  room.  When  this  is  accomplished, 
send  the  five  children  to  their  seats  and  choose  another  five 
to  repeat  the  exercise. 

Object. — Observation;  memory. 


28  GAMES  AND   EXERCISES 


3O.  BROAD   JUMP 

Teacher  should  draw  two  parallel  lines  with  eight- 
inch  space  between.  Should  this  game  be  played  out  of 
doors,  sticks  will  very  readily  take  the  place  of  chalk  lines. 
Line  up  children  in  single  file  according  to  height,  and  at  a 
given  signal  first  player  runs  and  jumps  over  the  parallel 
lines. 

Have  a  starting  line  fifteen  feet  distant  from  jumping 
space  on  either  side,  that  the  exercise  may  be  more  orderly, 
and  players  may  line  up  each  time  they  have  jumped,  and 
stand  still  in  place  until  last  player  has  jumped. 

Teacher  should  widen  jumping-space  about  two  inches 
each  time,  or  according  to  ability  of  players. 

To  gain  results  this  exercise  must  be  carried  out  in  a  very 
orderly  manner;  any  confusion  among  the  children  will  spoil 
results. 

Object. — Muscular  control;  concentration. 


31.  MUSCULAR    CONTROL 

Material. — Spoon  and  ball. 

Make  two  parallel  lines  on  the  floor  eighteen  feet  apart. 

Take  a  spoon  and  put  a  ball  in  it. 

Have  child  balance  ball  in  spoon  and  walk  from  start- 
ing line  to  the  opposite  line  and  back  to  starting  line.  No 
effort  at  speed  is  necessary. 

This  exercise  may  be  varied  by  making  it  competitive. 
Have  two  children  walk  at  the  same  time,  each  carrying  a 
spoon  and  balancing  a  ball.  The  child  that  gets  back  to 
starting  line  first  wins  the  race. 

Object. — Muscular  control ;  concentration. 


FOR   MENTAL  DEFECTIVES  29 


32.  BEAN    BAG   THROW 


RED  BLUE 


START  START 


Material. — Equal  number  of  red  and  blue  bean  bags.   Draw 
diagram  as  above. 

Have  children  stand  in  two  straight  lines,  with  leaders 
on  starting  lines. 

Give  each  child  a  bean  bag,  one  side  holding  red  and 
one  side  blue. 

At  a  given  signal  the  two  leaders  throw  their  bean  bags, 
endeavoring  to  get  them  into  the  chalk  circles ;  they  then  run 
to  the  rear  of  their  lines,  and  second  players  throw  their 
bean  bags  and  also  run  to  rear  of  lines.  The  game  contin- 
ues in  this  way  until  all  bean  bags  have  been  played;  the  side 
having  the  greater  number  of  bean  bags  in  the  circle  wins. 

Object. — Spirit  of  competitive  play;  attention. 


30  GAMES  AND  EXERCISES 

33.     HEARING  AND  CONCENTRATION 

Material. — Small  clock. 

For  this  exercise  absolute  quiet  must  be  maintained  in 
the  schoolroom. 

Teacher  should  blindfold  a  pupil;  place  the  clock  any- 
where in  the  room,  some  distance  from  the  child,  then  tell 
the  child  to  go  and  find  the  clock.  The  child  will  listen  for 
the  ticking  of  the  clock,  and  guided  by  the  sense  of  hearing, 
go  to  the  place  where  it  is. 


34.  SENSE    OF   TOUCH 

If  the  day  is  warm  and  the  children  are  out  of  doors, 
give  them  the  following  exercise  to  benefit  their  sense  of 
touch. 

Send  children  to  gather  a  green  leaf,  a  stone,  a  piece  of 
twig,  handful  of  earth,  piece  of  bark,  handful  of  grass,  and 
anything  else  suitable  that  nature  may  provide. 

Have  the  children  sit  quietly  in  a  semi-circle.  Place  the 
different  articles  in  a  row;  tie  a  handkerchief  around  one  of 
the  pupil's  eyes. 

Teacher  should  then  ask  him  to  pick  out  the  stone;  the 
child  will  feel  with  his  fingers  until  he  can  locate  desired  ob- 
ject, which  he  will  hold  up  for  inspection  of  class. 

Tell  another  child  to  pick  out  a  different  article. 

Continue  exercise  in  this  way  until  each  child  has  per- 
formed. 

Object. — Sense  of  touch;  memory;  attention. 


FOR   MENTAL  DEFECTIVES  31 


35.  SINGLE  LINE  HOOP  GAME 

Material. — Hoop. 

Line  up  players  in  a  single  file ;  give  each  player  a  bean 
bag. 

Have  two  players  hold  hoop  in  a  horizontal  position 
about  four  feet  from  ground.  Make  a  chalk  starting  line 
ten  feet  from  hoop  on  which  leaders  will  stand. 

At  a  given  signal  leader  should  throw  his  bean  bag  right 
through  the  hoop  and  run  to  the  rear  of  the  line;  each  player 
will  throw  in  turn,  the  game  continuing  until  all  bean  bags 
have  been  played  and  leader  is  once  more  on  starting  line. 

Object. — Speed  is  not  an  object  in  this  game,  since  there 
is  no  competition.  It  is  to  teach  accuracy  of  aim;  to  de- 
velop play  spirit;  to  train  players  for  competitive  games. 


32  GAMES   AND   EXERCISES 

36.  RELAY    RACE 

Place  children  in  two  lines  of  equal  number,  according 
to  height.  Leaders  stand  on  starting  lines. 

Leader  on  one  side  will  hold  a  red  bean  bag,  and  leader 
on  the  other  side  a  blue  bean  bag. 

At  a  given  signal  the  leaders  start  off  and  run  around 
chalk  marks  and  back  to  starting  line.  As  they  pass  second 
runner  they  give  him  the  bean  bag;  on  receiving  same,  he  im- 
mediately runs  as  the  leader  did,  and  on  his  way  to  the  rear 
of  line  hands  the  bean  bag  to  the  next  boy. 

The  side  having  its  leader  back  on  starting  line  first  wins 
the  race. 

Object. — Muscular  control;  attention. 


START  START 


FOR   MENTAL  DEFECTIVES  33 

37.        SCHOOLROOM    OBSERVATION 

The  teacher  should  collect  a  number  of  articles,  such  as 
a  piece  of  glass,  wood,  paper,  iron,  and  anything  else  that 
may  suit  the  occasion. 

The  teacher  then  takes  the  piece  of  glass,  hands  it  to  A, 
giving  him  also  a  pointer.  Tell  him  to  point  out  anything 
in  the  room  that  is  made  of  glass,  the  same  substance  that  he 
holds  in  his  hand. 

Call  B  and  hand  him  the  piece  of  wood;  ask  him  to 
point  out  anything  he  can  find  in  the  room  made  of  that 
substance. 

Continue  the  exercise  in  this  manner. 

Object. — Stimulation  of  powers  of  observation. 


38.  BIRD-FLYING    EXERCISE 

Have  children  perfectly  quiet. 

Call  upon  A  to  imitate  a  bird,  fly  around  the  room  and 
back  to  her  seat. 

A  must  run  on  tiptoes,  with  arms  outstretched  and  wav- 
ing slightly  to  imitate  a  bird's  wings.  She  must  go  the 
whole  way  around  the  room  and  back  to  her  seat,  it  all  being 
done  with  the  least  possible  noise. 

For  variation,  the  teacher  may  call  upon  three  birds  to 
fly  together.  They  should  follow  one  chosen  for  leader, 
and  fly  quietly  around  the  room  and  back  to  their  seats. 

Have  children  repeat  rhyme  or  song  pertaining  to  birds 
during  an  interval  in  this  exercise  and  they  will  more  readily 
conceive  the  idea  of  imitating  a  bird. 

Object. — Muscular  control;  attention;  rest. 


34  GAMES   AND   EXERCISES 

39.  ACTION    SONG 

Tune:  'The  Night  before  the  Fourth." 
Have  class  sit  in  half-circle  on  kindergarten  chairs,  and 
interpret  the  different  actions  as  they  occur  in  the  song. 


We'll  all  stand  up  together, 
We'll  all  stand  up  together, 
We'll  all  stand  up  together, 
As  all  good  children  do. 

a 
We'll  all  clap  hands  together. 

3 
We'll  all  keep  step  together, 

4 
We'll  all  march  round  together. 

5 
We'll  all  join  hands  together. 

6 

We'll  all  sit  down  together. 

There  is  a  good  swing  to  the  tune  and  action  of  this 
song  which  will  stimulate  the  play  spirit  and  sense  of  rhythm 
in  the  child. 


FOR   MENTAL   DEFECTIVES  35 


40.  DAYS    OF  WEEK.— I. 

Teach  children  to  say  the  seven  days  of  the  week  with 
the  assistance  of  their  hands,  ticking  off  one  finger  for  each 
day.  Have  them  say  each  syllable  very  slowly  and  rhyth- 
mically, as  Sun-day,  Mon-day,  Tues-day,  Wednes-day, 
Thurs-day,  Fri-day  and  Satur-day.  This  exercise  must  be 
practised  slowly  and  deliberately  to  gain  the  desired  effect, 
and  children  will  be  found  to  learn  it  in  much  the  same  way 
as  a  nursery  rhyme. 


41.  DAYS    OF   WEEK—  II. 

After  having  taught  children  to  memorize  days  of  week 
with  the  assistance  of  their  fingers,  teacher  should  use  the 
power  of  association  of  ideas  to  teach  children  to  know  the 
name  of  each  day  as  it  comes. 

For  example :  Sunday  is  the  day  on  which  we  go  to  Sun- 
day School.  Monday  is  the  day  on  which  mother  does  the 
washing;  and  so  continue  using  the  association  of  the  unvary- 
ing routine  of  the  child's  life  to  impress  upon  the  memory 
the  name  of  each  day  in  its  correct  order. 

Object. — Memory;  power  of  association  of  ideas. 


36  GAMES  AND   EXERCISES 

42.  DIRECTION  AND  ATTENTION 

Have  children  sit  quiet  in  class. 

Teacher  may  call  upon  A,  tell  him  to  walk  to  door  and 
remain  there  until  told  to  go  to  his  seat.  Call  upon  B  to 
walk  to  window  and  stay  there.  Call  C  to  walk  to  table 
and  remain. 

As  many  a&  twelve  children  may  be  called  upon  to  go  in 
different  directions;  they  must  remain  in  position  until  told 
to  go  to  their  seats.  Teacher  should  call  upon  each  child 
separately,  when  sending  them  to  their  seats. 

This  exercise  may  be  simplified  by  calling  upon  only 
three  children  to  start,  and  gradually  increasing  the  number. 

Object. — To  develop  observation;  sense  of  direction;  at- 
tention; command. 


43.  RUNNING    EXERCISE 

After  a  sitting  or  quiet  exercise  children  often  show  a 
tendency  to  become  restless;  in  such  cases,  the  following  ex- 
ercise will  be  found  beneficial. 

Commands  to  be  given  with  precision,  e.  g.,  children 
stand,  feet  togther,  heads  up,  arms  double.  Then  teacher 
says,  "Are  you  ready?  Run!" 

Before  this  exercise  can  be  successfully  carried  out,  the 
child  must  be  taught  to  recognize  each  command. 

On  the  signal,  "arms  double,"  children  clench  fists 
tightly  and  double  arms  up  so  that  the  hands  are  in  a  straight 
line  with  elbow;  keep  elbows  well  in  to  the  sides. 

On  the  signal,  "Run!"  children  remain  in  position  and 
perform  the  exercise  of  running. 

The  shoulders  must  be  kept  well  back,  and  the  feet 
raised  to  the  knees  at  each  running  step. 

This  exercise  may  be  varied  by  allowing  the  children  to 
run  in  a  circle  for  about  three  minutes,  and  then  quietly  take 
their  seats  again. 

Object. — Muscular  control;  discipline. 


FOR   MENTAL  DEFECTIVES  37 

44.  CIRCLE    HOOP    GAME 

Material. — Hoop,  three  and  a  half  feet  in  diameter.   Equal 
number  of  red  and  blue  bean  bags. 

Players  form  a  circle,  four  feet  between  each  child. 

Have  two  players  hold  the  hoop  about  four  feet  from 
the  ground  in  a  horizontal  position  in  the  centre  of  circle. 

Give  each  player  a  bean  bag,  alternating  red  and  blue. 

At  a  given  signal  one  child  should  throw  his  bean  bag, 
endeavoring  to  get  it  right  through  the  hoop;  each  player 
will  throw  in  turn  until  all  bean  bags  have  been  played. 

If  the  class  is  large,  two  score-keepers  will  be  needed; 
one  to  keep  count  of  red  bean  bags  going  through  the  hoop, 
and  one  to  keep  count  of  blue. 

Should  the  red  bean  bags  have  the  greater  number 
thrown  through  the  hoop,  the  players  who  hold  that  color 
win  the  game;  the  same  principle  applies  to  those  holding 
blue. 

Object.— To  develop  play  spirit;  accuracy  of  aim. 


45.    COMMAND  AND  CONCENTRATION 

Material. — Red  ball,  yellow  block,  blue  bean  bag. 

Place  the  above  articles  on  a  table  and  call  upon  child  to 
perform. 

The  teacher  should  give  commands  in  the  following  or- 
der, speaking  slowly  and  distinctly. 

Pick  up  bean  bag  and  hold  it. 

Pick  up  block  and  hold  it. 

Put  down  bean  bag  and  pick  up  ball. 

Put  down  block. 

Pick  up  bean  bag  and  put  down  ball. 

Pick  up  block. 

Put  down  bean  bag  and  block,  and  go  to  your  seat. 


38  GAMES  AND   EXERCISES 

46.  FARMYARD  GAME 

Have  class  sit  in  semi-circle. 

Teacher  should  call  upon  A  to  imitate  a  dog,  e.  g.,  go 
down  on  his  hands  and  knees  and  run  along  the  floor,  imi- 
tating the  bark  of  a  dog;  he  will  then  return  to  his  seat. 
Call  upon  B  to  imitate  a  cow;  C  to  imitate  a  sheep;  D  to 
imitate  a  cat,  and  so  forth,  until  the  children  have  each  an 
animal  in  mind  to  imitate. 

If  the  class  is  large  have  several  children  imitate  the 
same  animal. 

When  the  game  has  been  played  in  this  manner  several 
times  and  the  children  have  become  familiar  with  the  sounds 
the  different  animals  make,  the  teacher  should  assign  one 
corner  of  the  room  for  a  barn.  At  a  given  signal  call  upon 
all  the  animals  to  go  to  the  barn,  at  which  all  the  children 
will  crawl  rapidly  along  the  floor  to  the  barn,  making  the 
noise  of  the  animal  they  are  to  imitate. 

Object. — To  stimulate  play  spirit ;  muscular  control ;  ob- 
servation. 


47.  COLOR    OBSERVATION 

Teacher  calls  upon  a  child  to  tell  all  the  different  articles 
of  one  color  he  can  see  in  the  room.  Should  the  desired 
color  be  blue,  the  child  should  be  told  to  look  around  the 
room  and  name  every  article  that  he  can  see  of  that  color. 

If  the  child  has  not  learned  to  know  color  by  name,  the 
teacher  should  hand  him  a  bright  blue  block  or  a  bright  blue 
ball  and  tell  him  to  name  all  of  like  color  that  he  can  see  in 
the  room. 

Should  the  child  be  unable  to  speak  and  yet  have  his 
color  sense  developed,  the  teacher  should  hand  him  a  pointer 
and  have  him  point  out  the  different  articles  of  desired  color. 

Object. — Develop  powers  of  observation;  color  sense; 
attention. 


FOR   MENTAL  DEFECTIX/ES  39 


48.  ROPE    JUMPING 

A  starting  line  fifteen  feet  from  rope  will  be  needed  on 
both  sides. 

Place  children  in  straight  line,  according  to  size,  and 
have  leader  stand  on  starting  line. 

The  rope  must  be  held  very  steadily  and  raised  not  more 
than  two  inches  each  time  the  line  renews  jumping. 

At  a  given  signal  the  leader  will  run  and  jump;  after- 
wards standing  in  position  on  starting  line  on  opposite  side 
of  rope;  the  rest  of  the  players  will  each  run  in  turn  and 
jump  over  rope,  afterwards  taking  their  places  behind 
leader.  Be  sure  one  child  has  entirely  cleared  the  rope  be- 
fore the  next  child  starts  to  run,  thereby  avoiding  confusion. 

When  all  the  players  have  jumped,  rope  will  be  raised 
and  signal  will  be  given  again  for  leader  to  jump;  exercise 
will  continue  as  before. 

This  is  a  simple  exercise,  but  if  it  is  not  carried  out  in  a 
systematic,  orderly  manner  the  desired  effect  will  be  entirely 
lost. 

Object. — Muscular  control;  develop  play  spirit;  dis- 
cipline. 


40  GAMES  AND   EXERCISES 


49.  FORM    BUILDING 

Material. — Red  blocks. 

Teacher  draws  a  chalk  square  on  the  floor,  having  sides 
three  feet  in  length. 

Give  each  child  in  class  a  block  of  same  color,  and  have 
them  come  in  turn  and  place  their  blocks  on  lines  of  square. 
Teach  children  to  put  their  blocks  equal  distance  apart  to 
keep  as  far  as  possible  the  symmetry  of  the  square.  When 
form  is  finished,  teacher  should  point  to  things  in  the  room 
that  are  square,  and  ask  children  if  the  shape  is  not  like 
that  which  they  have  just  completed. 

Next  place  a  chalk  circle  on  the  floor  of  similar  size,  and 
have  children  in  turn  place  their  blocks  on  lines.  When  fin- 
ished teacher  holds  up  ball  or  anything  in  the  room  that 
may  be  round,  and  asks  if  each  shape  is  not  the  same. 

When  children  have  become  familiar  with  circle  and 
square,  other  forms  may  be  used  in  the  same  way.  Do  not 
use  same  color  blocks  on  two  consecutive  forms. 

The  exercise  may  be  varied  by  drawing  forms  of  smaller 
size  and  putting  them  on  the  floor ;  have  children  make  each 
form  in  different  color.  Example:  Triangle  in  red  blocks; 
square  in  blue  blocks ;  oval  in  yellow  blocks. 

Object. — Color;  form;  attention. 


FOR   MENTAL  DEFECTIVES  41 

SO.  ODD    MAN    OUT 

Material. — Eleven  bean  bags. 

Place  eleven  bean  bags  in  row  on  the  floor  about  one 
foot  space  between  each  one. 

Draw  a  starting  line  parallel  with  bean  bags,  eighteen 
feet  distance  between. 

Call  twelve  children  and  have  them  stand  on  starting 
line.  At  given  signal  they  should  run,  each  child  picking  up 
bean  bag  and  running  back  to  starting  line.  The  child  not 
quick  enough  to  get  a  bean  bag  is  out. 

The  game  is  repeated,  one  bean  bag  being  removed  each 
time,  until  only  one  is  left.  The  child  getting  the  last  bean 
bag  wins  the  game. 

This  game  may  be  played  with  any  number  of  children, 
always  having  one  less  bean  bag  than  players. 

In  playing  this  game  out-of-doors,  stones  may  be  used 
instead  of  bean  bags. 

Object. — Develop  play  spirit ;  initiation. 


51.  ROUNDERS 

Material. — Medicine  ball  or  bean  bag. 

Form  a  circle,  children  standing  about  four  feet  from 
each  other.  The  ball  or  bean  bag  is  thrown  from  one  child 
to  the  next  all  around  the  circle.  Those  failing  to  catch  it 
must  sit  in  centre  of  circle  until  all  but  two  players  are  stand- 
ing ;  the  last  one  up  is  the  winner. 

The  above  game  may  also  be  played  with  bean  bags. 
Use  two,  and  start  them  at  the  same  time  in  different  parts 
of  the  circle.  This  form  of  rounders  calls  for  greater  at- 
tention than  medicine  ball  rounders. 

Object. — Training  the  hand  and  eye ;  play  spirit. 


42  GAMES  AND   EXERCISES 


52.  PLACES    CHANGE— I. 

Have  perfect  quiet  in  the  schoolroom  during  this  exer- 
cise, that  children  may  concentrate  more  readily. 

Teacher  must  speak  slowly  and  distinctly  while  giving 
commands. 

Call  upon  A  to  change  places  with  B,  and  B  to  take  A's 
seat. 

Continue  this  exercise,  calling  upon  children  in  different 
parts  of  the  class  to  change  places  with  each  other. 

Do  not  continue  this  exercise  for  more  than  five  min- 
utes at  one  time. 


53.  PLACES    CHANGE— II. 

When  the  children  have  gained  in  concentration  and 
memory  sufficiently  to  master  the  above  exercise,  the  follow- 
ing more  difficult  exercise  may  be  attempted. 

Call  upon  A  to  change  places  with  B ;  B  to  change  places 
with  C ;  and  C  to  go  to  the  seat  vacated  by  A. 

When  this  exercise  is  first  tried,  the  teacher  should  re- 
peat command  twice  before  allowing  children  to  perform. 

Object. — Memory;   command;   concentration. 


FOR   MENTAL   DEFECTIVES  43 


54.  OBSERVATION 

Perfect  quiet  must  be  maintained  in  class  during  this 
exercise. 

Teacher  should  call  upon  child  and  ask  him  to  tell  all 
the  things  he  can  see  in  the  room. 

Should  the  child's  powers  of  observation  be  very  weak,  it 
is  well  to  give  him  some  help,  for  he  will  be  unable  to  de- 
fine what  is  really  apparent  to  the  eye. 

Teacher  should  ask,  for  example :  "What  is  that  pretty 
thing  I  see  on  the  wall?"  uWhat  are  the  children  sitting 
on?"  " Where  does  teacher  keep  her  book?"  Such  ques- 
tions as  these  will  open  the  child's  mind  and  help  him  to 
think  for  himself. 

Should  a  child  be  very  backward  in  this  exercise,  do  not 
try  to  force  his  attention ;  he  will  learn  by  observing  others ; 
send  him  to  his  seat,  and  call  upon  another  child  to  perform. 

Object. — Observation;  concentration;  command. 


44  GAMES  AND   EXERCISES 

55.  BEAN    BAG    RACE 

Material. — Three  blue  bean  bags,  three  red  bean  bags. 

Mark  floor  plainly,  according  to  diagram. 

Place  three  red  bean  bags  in  one  circle,  and  three  blue 
bean  bags  in  the  other. 

Choose  two  players;  have  them  stand  on  starting  lines. 
At  a  given  signal  they  should  run  and  place  their  bean  bags 
on  crosses  marked  for  that  purpose ;  only  one  bean  bag  may 
be  carried  at  a  time.  The  player  having  all  bean  bags 
placed  on  the  crosses  and  back  on  the  starting  line  first,  wins. 

This  game  may  be  varied  by  using  blocks  instead  of  bean 
bags.  Using  bean  bags  will  call  for  less  attention  on  the 
part  of  the  players  than  blocks. 

Object. — Muscular  control;  spirit  of  competitive  play. 


6    FT. 


RED  BLUE 


START  START 


FOR   MENTAL  DEFECTIVES  46 


56.  BLOCK    STRUCTURE 

Material. — Equal  number  of  red,  blue,  yellow,  and  green 
blocks. 

Teacher  should  draw  five  chalk  circles  in  front  of  class. 
In  the  middle  circle  teacher  should  build  a  structure  of 
blocks.  In  the  other  four  circles  put  one  block  of  each 
color.  The  children  should  in  turn  place  their  blocks  in 
circle  of  corresponding  color;  and  as  each  child  places  his 
block  he  will  help  to  form  the  different  structures,  imitating 
the  one  made  by  the  teacher  in  the  centre. 

Object. — Color;  attention. 


57.    COMMAND  AND  CONCENTRATION 

Material. — Ball,  spinning  top,  wooden  block,  bean  bag. 

Lay  the  above  articles  in  a  row  on  the  table,  call  a  child 
from  class  and  give  commands  in  the  following  order,  speak- 
ing slowly  and  distinctly: 

Pick  up  top. 

Pick  up  ball. 

Put  down  top  and  pick  up  bean  bag. 

Pick  up  block  and  top  and  put  down  the  ball. 

Put  down  block  and  top  and  pick  up  the  ball. 

Put  down  ball  and  pick  up  block,  bean  bag  and  top. 

Put  down  block,  bean  bag  and  top,  and  go  to  your  seat. 


46  GAMES  AND   EXERCISES 

58.  CIRCLE    THROW 

Material. — Equal  number  of  red  and  blue  bean  bags. 

Have  children  form  a  circle  with  three  feet  distance  be- 
tween each  child.  Make  a  chalk  circle  in  the  centre  about 
four  feet  in  diameter.  Give  each  child  a  bean  bag,  alter- 
nating red  and  blue. 

At  given  signal  one  child  throws,  endeavoring  to  get  its 
bean  bag  into  chalk  circle.  Each  child  follows  in  order. 

When  all  the  bean  bags  have  been  thrown,  teacher 
should  count  those  inside  of  chalk  circle,  separating  the 
reds  from  blues.  The  color  having  the  greater  number  in 
centre  wins. 

Object. — Accuracy  of  aim. 


59.     CONCENTRATION  AND  MEMORY 

Material. — Bean  bag,  colored  block,  rubber  ball. 

Have  children  seated  in  half-circle. 

Place  a  bean  bag,  a  wooden  block,  and  a  rubber  ball  in 
front  of  children. 

Call  upon  A  to  perform.  Teacher  should  talk  slowly 
and  distinctly  while  giving  commands. 

Tell  A  to  give  bean  bag  to  B,  block  to  C,  and  give  rub- 
ber ball  to  D. 

A  should  take  the  different  articles  and  give  them  to  the 
children  whose  names  the  teacher  designates. 

Should  the  child  become  confused  and  be  unable  to  con- 
centrate sufficiently  to  distribute  three  articles,  use  only  two 
to  start  the  exercise,  until  memory  and  attention  is  strength- 
ened. 

When  child  has  become  proficient  with  three,  teacher 
should  add  one  more,  always  taking  care  lest  the  exercise 
become  too  complex  and  create  confusion  in  the  mind  of  the 
child. 


FOR   MENTAL  DEFECTIVES  47 

60.  FORM    BUILDING 

Material. — Blocks  of  one  color. 

Line  up  players  in  single  file.  Mark  floor  as  per  dia- 
gram. Give  each  child  a  block,  all  blocks  being  the  same 
color. 

Leader  stands  on  starting  line  with  rest  of  the  players 
in  line  behind. 

At  a  given  signal  the  leader  should  run  and  place  his 
block  on  one  of  the  chalk  crosses,  after  which  he  should  run 
to  the  rear  of  line,  and  second  player  should  follow  in  like 
manner.  The  exercise  continues  until  all  blocks  have  been 
placed  and  form  is  complete. 

The  form  must  consist  of  equal  number  of  crosses  as 
there  are  children  playing. 

Object. — Form ;  attention. 


X       X 
X 


X 
X      X 


START 


48 


GAMES   AND   EXERCISES 


61. 


DOUBLE  LINE  HOOP  GAME 


Material. — Wooden  hoop,  three  and  a  half  feet. 

Line  up  players  in  two  straight  lines,  according  to  height. 

Give  each  player  a  bean  bag,  one  side  holding  red  and 
other  side  blue. 

Two  of  the  larger  players  should  hold  hoop  in  a  hori- 
zontal position  in  the  middle  of  the  two  lines. 

The  lines  should  stand  opposite  each  other,  with  a  dis- 
tance of  twenty  feet  between  the  leaders. 

Draw  a  chalk  line  on  which  each  leader  should  stand, 
and  from  which  each  player  in  turn  should  throw  his  bag. 

Leader  on  the  red  side  plays  first;  object  is  to  get  his 
bean  bag  through  the  hoop;  he  then  should  run  to  rear  of 
line,  and  leader  on  blue  side  should  throw  his  bean  bag  in 
like  manner;  after  which  he  also  should  run  to  rear  of  line, 
and  second  player  should  perform. 

The  game  continues  in  this  way  until  all  bean  bags  have 
been  played  and  leaders  are  once  more  on  starting  line. 

Two  score  keepers  will  be  needed ;  one  to  keep  count  of 
blue  bean  bags  going  through  the  hoop  and  one  to  keep 
count  of  red  bean  bags. 

The  side  having  the  greater  number  of  bean  bags  thrown 
through  the  hoop  wins  the  game. 


X       X       X       X        X 

RED 


10    FT. 


10    FT. 


x      x     x      x      x 
BLUE 


FOR   MENTAL   DEFECTIVES  49 


62.  HIDE    THE    BLOCK 

Call  six  children  out  of  class  and  have  them  hide  their 
eyes. 

Teacher  should  take  a  bright  colored  block  and  hide  it 
in  a  place  where  it  will  be  found  with  little  difficulty. 

Hold  up  a  block,  an  exact  duplicate  of  hidden  block, 
and  tell  the  six  children  to  go  and  find  a  block  just  like  the 
one  teacher  is  holding. 

The  children  should  scatter  to  different  parts  of  the 
room  and  hunt  for  the  block;  the  one  finding  it  should 
bring  it  back  to  teacher. 

Keep  the  duplicate  block  in  view  that  the  child  may  not 
forget  the  object  for  which  he  is  searching. 

Object. — Concentration;  spirit  of  play;  keenness  of 
vision. 


60  GAMES   AND   EXERCISES 

63.  ACTION    SONG 

To  be  sung  to  the  tune  of  "Here  We  Go  Round  the 
Mulberry  Bush." 

Children  join  hands  in  a  circle  and  skip  around  while 
singing : 

Here  we  go  round  the  mulberry  bush, 
The  mulberry  bush; 
The  mulberry  bush; 
Here  we  go  round  the  mulberry  bush, 
So  early  in  the  morning. 

(All  stop  skipping,  and  imitate  cleaning  teeth  on  follow- 
ing words.) 

i 

This  is  the  way  we  clean  our  teeth 
Clean  our  teeth; 
Clean  our  teeth; 

This  is  the  way  we  clean  our  teeth 
So  early  in  the  morning. 

(Repeat  verses,  changing  action  each  time.) 

2 
This  is  the  way  we  brush  our  hair. 

3 
This  is  the  way  we  wash  our  face. 

4 
This  is  the  way  we  tie  our  shoes. 

5 
This  is  the  way  we  clap  our  hands. 

6 
This  is  the  way  we  run  to  school. 

Object. — These  words,  coupled  with  action,  will  de- 
velop observation,  sense  of  rhythm,  and  play  spirit. 


FOR   MENTAL  DEFECTIVES  51 


64.  OBSERVATION 

While  out  walking  with  children  use  the  above  exercise 
to  develop  power  of  observation. 

Teacher  should  designate  one  child  to  tell  all  he  can  see 
around  him. 

Do  not  try  to  force  his  attention  to  observe  details  of 
the  landscape  until  he  has  thoroughly  awakened  to  those 
things  that  are  apparent  to  the  eye  with  little  thought  on 
the  part  of  the  observer. 

The  second  child  called  upon  will  possibly  imitate  the 
first.  Teacher  should  encourage  children  to  find  those 
things  which  others  have  overlooked. 

Color  sense  may  also  be  introduced  in  this  exercise.  The 
child  may  say,  "I  see  a  tree."  Teacher  may  ask:  "What 
color  are  the  leaves?"  The  same  question  may  be  applied 
to  the  sky;  a  house;  a  field;  etc. 


65.  KEENNESS  OF  VISION 

Place  a  small  table  at  one  end  of  the  room.  On  this 
table  put  six  articles;  for  example,  a  cup,  ball,  hairbrush, 
spoon,  book,  and  comb. 

Have  a  child  stand  at  the  other  end  of  the  room,  and 
name  one  by  one  the  different  articles  on  the  table.  The 
child  must  first  be  taught  to  know  the  name  and  use  of  any 
article  placed  thereon. 

Some  variation  must  be  made  in  the  articles  each  time 
the  exercise  is  used;  also  the  number  may  be  increased. 


52  GAMES  AND   EXERCISES 

66.          BLOCK   AND    BASKET   GAME 

Material. — Eight  blocks,  four  red  and  four  blue ;  one  basket. 

Chalk  floor  plainly  according  to  diagram. 

Place  four  red  blocks  on  crosses  on  one  side,  and  four 
blue  blocks  on  crosses  on  other  side. 

Choose  two  players  to  stand  on  starting  lines,  back  to 
back. 

At  given  signal  players  run  and,  picking  up  one  block 
at  a  time,  go  back  to  centre  and  place  it  in  the  basket.  The 
child  having  all  blocks  in  the  basket  and  back  on  the  start- 
ing line  first  wins  the  game. 

It  is  well  to  have  each  couple,  after  they  have  played, 
set  out  the  blocks  ready  for  the  next  players. 

Object. — Concentration;  muscular  control. 


BLUE 


START  A. 

START  B. 


RED 


FOR   MENTAL   DEFECTIVES  63 


67.  FORM    MARCHING 

Line  up  children  in  single  file,  according  to  height. 

Teacher  should  draw  a  chalk  square  on  the  floor  twelve 
feet  on  each  side.  Have  children  take  short,  quick,  march- 
ing steps,  keeping  directly  on  the  lines  of  square. 

When  they  have  marched  on  the  square  twice,  teacher 
should  space  them  so  that  the  last  child  and  the  leader  are 
the  same  distance  apart  as  the  rest  of  the  children.  Then 
draw  the  children's  attention  to  the  fact  they  have  formed 
a  shape  much  like  the  picture  or  book,  or  anything  in  the 
room  that  may  be  square. 

In  the  same  way  the  teacher  should  draw  a  circle,  oval, 
triangle,  etc.,  and  in  this  manner  the  child  will  become  more 
familiar  with  form. 

Object. — Muscular  control;  form;  observation. 


PART  III. 


FOR   MENTAL  DEFECTIVES  67 

68.  VISUALIZATION  AND  COLOR 

Material. — Four  painted  wooden  blocks,  one  red,  one  yel- 
low, one  green,  one  blue. 

Place  blocks  in  a  row  on  the  table ;  call  a  child  and  ask 
him  to  look  carefully  at  the  blocks,  noticing  the  color  and 
the  order  in  which  they  are  laid ;  blindfold  him  and  remove 
the  blue  block.  Unbind  his  eyes  and  ask  him  which  color 
block  has  been  taken  away. 

Before  this  exercise  is  attempted,  it  is  necessary  that  the 
child's  color  sense  should  be  developed. 

Object. — Memory;  concentration. 


69.  DROP   THE    BEAN    BAG 

Form  a  circle,  choosing  one  child  for  the  odd  player. 

The  circle  players  should  clasp  hands  and  stand  still; 
the  odd  player  should  run  around  the  outside  of  the  circle, 
carrying  a  bean  bag,  and  drop  it  behind  the  one  whom  she 
chooses  to  have  chase  her.  The  player  behind  whom  the 
bag  was  dropped  will  immediately  pick  it  up  and  run  after 
the  odd  player,  endeavoring  to  tag  him  before  he  can  get 
back  to  the  vacant  place  in  the  circle. 

The  player  reaching  the  vacant  place  first  remains  there, 
the  one  left  out  taking  the  bean  bag  for  the  next  game. 

NOTE. — This  is  a  variation  of  the  game  known  as 
"Drop  the  Handkerchief,"  but  it  is  much  simplified  for 
mental  defectives  when  played  in  this  way,  because  the  noise 
which  a  bean  bag  makes  when  dropped  on  the  floor  will  at- 
tract the  child's  wandering  attention  much  more  readily  than 
the  fall  of  a  handkerchief. 

Object. — Play  spirit;  attention. 


68  GAMES  AND   EXERCISES 

7O.  MARCHING 

Line  up  children  in  single  file,  according  to  size. 

1.  All  stand  in  position  and  mark  time. 

2.  March  slowly  with  heads  erect  and  arms  straight 
down  at  sides. 

3.  Change  from  slow  marching  to  quick  marching. 

4.  Hands  on  hips  and  march. 

5.  All  clap  hands  in  time  to  march  step. 

6.  Place  one  hand  on  each  shoulder  of  the  boy  in  front 
and  march  (elbows  straight). 

7.  Hands  on  heads,  elbows  out,  and  march. 

8.  Heels  raised,  march  on  toes  without  noise. 

9.  Arms  double*  ;  all  run. 

10.  Form  two  lines  and  mark  time. 

11.  Forward,  march. 

The  above  command,  uForm  two  lines,"  is  carried  out 
by  the  second  boy  stepping  forward  and  taking  the  leader's 
hand;  the  fourth  boy  taking  the  third  boy's  hand,  and  so  on 
along  the  line.  With  practice  it  will  be  found~  this  exercise 
can  be  carried  out  with  much  precision.  The  above  com- 
mands must  be  given  in  a  clear,  decisive  manner ;  the  teacher 
should  clap  her  hands  in  time  to  the  marching,  it  will  help 
develop  sense  of  rhythm  in  the  children;  also  count  "one, 
two,"  uone,  two."  Do  not  use  the  terms  left  and  right. 

The  command  to  stop  should  be  "Halt!  One!  Two!" 
the  word  "halt"  alone  being  too  brief. 

It  is  well  to  have  children  halt  for  a  few  seconds  be- 
tween each  change  in  the  marching. 

Object. — Attention;  coordination;  muscular  control. 


*On  the  signal   "Arms  double,"   children   clench  fists  tightly-  and  double  arms   so 
that  the  hands  are  in  a  straight  line  with  elbows;  keep  elbows  well  in  to  the  sides. 


FOR   MENTAL  DEFECTIVES  59 


71.  EXERCISE    IN    ROUGH    AND 

SMOOTH    SURFACES 

To  teach  the  difference  between  rough  and  smooth  sur- 
faces take  the  following  articles;  six-inch  square  of  sand- 
paper, six-inch  square  of  smooth-finish  paper.  Call  a  child 
and  give  him  the  sandpaper;  let  him  feel  the  rough  surface 
without  asking  him  questions,  then  give  him  the  smooth-finish 
paper  and  have  him  feel  that  also. 

Then  take  a  six-inch  square  of  glass  and  a  six-inch 
square  of  emery,  and  repeat  as  with  the  paper.  Do  not  ask 
questions. 

This  exercise  may  be  repeated  at  different  times  until  it 
is  noticed  the  child  is  learning  from  his  sense  of  touch  that 
there  is  a  difference  between  these  articles. 

Teacher  should  take  the  piece  of  sandpaper,  hand  it  to 
the  child,  and  tell  him,  while  rubbing  his  fingers  on  the 
paper,  that  it  is  rough;  next  take  the  smooth-finish  paper 
and  again  rub  his  fingers  over  the  surface,  and  tell  him  it  is 
smooth. 

Continue  this  exercise,  using  different  articles  of  smooth 
and  rough  finish,  to  develop  this  latent  sense  in  the  child. 

When  the  child  has  learned  to  know  smooth  from  rough, 
using  senses  of  sight  and  touch,  blindfold  him  and  have  him 
tell  from  sense  of  touch  alone. 

Object. — Concentration;  memory;  sense  of  feeling. 


60  GAMES  AND   EXERCISES 


72.  CENTRE    BALL   CATCH 

Material. — Medicine  ball. 

Children  form  a  circle,  three  feet  distance  between  each 
player,  odd  player  in  the  centre  holding  ball. 

On  signal  the  game  starts,  centre  player  throws  ball  to 
one  of  the  circle  players  who,  catching  it,  throws  it  immedi- 
ately back  to  centre  player. 

The  ball  is  played  in  this  order  right  around  the  circle, 
each  child  receiving  the  ball  and  throwing  it  back  to  centre 
player. 

Should  a  player  fail  to  catch  the  ball,  he  must  sit  on  the 
floor  in  exactly  the  same  place  he  is  standing,  and  remain 
there  until  finish  of  game. 

Should  the  centre  player  fail  to  catch,  he  must  take  his 
place  in  the  circle,  standing  up  and  playing  in  turn  with  the 
rest,  the  one  throwing  to  him  having  taken  his  place  in  the 
centre.  Should  he  fail  while  taking  his  turn  in  the  circle, 
he  must  then  sit  down  with  the  others  until  finish  of  game. 

It  is  well  for  the  teacher  or  her  assistant  to  act  as  centre 
catch,  if  the  children  are  very  slow  to  respond;  a  well-thrown 
ball  will  encourage  the  children  to  catch,  and  give  more 
spirit  to  the  game. 

Object. — Sureness  of  aim;  muscular  control;  concen- 
tration. 


FOR   MENTAL  DEFECTIVES  61 

73.  MEMORY    AND    COLOR 

Material. — Three  blocks,  red,  blue,  and  yellow. 

Children  sit  in  semi-circle,  on  kindergarten  chairs. 

Place  one  red,  one  blue,  and  one  yellow  block  before  the 
class. 

Call  upon  A  to  perform. 

Tell  A  to  give  red  block  to  B,  blue  block  to  C,  and  yel- 
low block  to  D. 

Teacher  should  talk  slowly  and  distinctly  while  giving 
this  command,  and  have  perfect  quiet  in  the  room  that  A 
may  succeed  in  concentrating  his  mind  more  fully. 

When  the  command  is  given  A  should  take  each  block 
in  turn  and  give  it  to  the  child  designated  by  the  teacher. 

Object. — Concentration;  memory;  color. 


74.  CIRCLE  BLOCK  BUILDING 

Material. — Equal    number    of    red,    blue,    yellow,    green, 
purple,  and  orange  blocks. 

Teacher  should  draw  six  circles  upon  the  floor,  placing 
a  block  of  different  color  lengthwise  in  each  one. 

Children  should  sit  in  half-circle.  Give  each  child  a 
block. 

Call  upon  first  child  to  place  his  block  in  circle  of  cor- 
responding color.  The  block  must  be  placed  crosswise  on 
the  block  already  there. 

As  each  child  plays,  the  structures  of  different  colored 
blocks  are  made,  each  block  being  placed  crosswise. 

When  the  exercise  is  finished  there  are  six  structures  of 
blocks,  each  of  different  color. 

Should  a  child  upset  the  structure  while  placing  his  block 
he  must  rebuild  it  before  returning  to  his  seat. 

Object. — Concentration;  muscular  control;  color  sense. 


62  GAMES  AND   EXERCISES 


75.  BEAN    BAG    PASS 

Material. — Two  bean  bags,  one  red,  one  blue. 

Line  up  players,  according  to  height,  in  two  straight 
lines  facing  each  other,  with  a  distance  of  ten  feet  between. 

Leader  of  one  line  holds  a  red  bean  bag,  and  leader  of 
the  other  line  holds  a  blue  bean  bag. 

At  a  given  signal  leader  will  pass  his  bean  bag  to  next 
player ;  each  player  will  pass  the  bean  bag  on  until  it  reaches 
end  player,  who  immediately  runs  to  head  of  line;  passing 
will  continue,  each  end  player  running  to  the  head  of  line 
as  he  receives  bean  bag. 

The  side  having  its  leader  back  to  head  of  line  first  wins 
the  game. 

Players  must  run  back  of  lines,  not  inside. 

This  game  may  also  be  played  with  wooden  blocks  or 
medicine  balls  in  place  of  bean  bags. 

NOTE. — Should  this  game  be  played  out-of-doors,  stones 
may  take  the  place  of  bean  bags. 

Object. — Competitive  play ;  muscular  control. 


FOR   MENTAL   DEFECTIVES  63 


76.  HEARING    GAME 

Material. — Tambourine;   clear-sounding  bell. 

Have  class  sit  quietly  in  their  seats ;  teacher  should  desig- 
nate three  children  to  take  part  in  exercise. 

Blindfold  A,  give  B  a  tambourine  and  C  a  clear-sound- 
ing bell.  Have  B  and  C  go  to  opposite  corners  of  the  room 
and  ring  their  instruments. 

Teacher  should  lead  A  to  center  of  room  and  tell  him 
to  find  out  who  has  the  bell ;  A,  guided  by  his  sense  of  hear- 
ing, will  go  to  C,  who  is  ringing  the  bell. 

Should  a  child  be  much  confused  by  the  sound  of  two 
instruments  ringing  at  the  same  time,  and  seem  totally  un- 
able to  distinguish  between  the  sounds,  teacher  should  con- 
tinue with  Hearing  Exercise  I  (see  page  18)  until  sense  of 
hearing  is  better  developed. 

Object. — Sense  of  hearing;  concentration. 


64  GAMES  AND   EXERCISES 

77.  TRI-COLOR    GAME 

Material. — Equal  number  of  red,  blue  and  yellow  blocks. 

Mark  floor  according  to  diagram;  place  one  block  in 
each  circle  of  color  called  for. 

Line  up  children  in  order,  one  behind  the  other,  with 
leader  on  starting  line. 

Give  each  child  one  block;  avoid  giving  two  blocks  of 
same  color  to  children  standing  together. 

At  given  signal  A  should  run  and  place  his  block  in 
circle  having  a  like  color. 

After  having  placed  block  he  should  not  return  to  the 
first  line,  but  should  go  back  to  second  line  and  thereby 
avoid  distracting  attention  of  B,  who  is  now  running.  When 
B  has  placed  his  block,  he  should  take  his  place  immediately 
behind  A,  and  other  players  will  follow  in  order. 

When  game  is  finished,  players  will  be  lined  up  precisely 
the  same  as  at  start  of  game,  except  they  will  be  standing  on 
second  line  instead  of  first.  If  game  is  to  be  repeated  play- 
ers must  go  back  to  first  line.  No  effort  should  be  put 
forth  by  the  teacher  to  gain  speed  in  this  game;  its  object 
is  to  develop  color  sense  and  attention. 

Object. — Color  sense;  play  spirit;  concentration. 


0 


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3  18    FT. 

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FOR   MENTAL   DEFECTIVES  65 


78.  SCISSORS    WORK 

Material. — Small  scissors  and  paper. 

Give  each  child  a  pair  of  small  scissors. 

1.  Teacher  should  cut  paper  into  oblong  pieces  and 
give  each  child  one  piece. 

Instruct  children  in  way  to  hold  scissors.  Do  not  be 
particular  as  to  way  in  which  paper  is  cut ;  aim  to  have  child 
hold  scissors  correctly  in  first  cutting  exercise.  Colored  pa- 
per is  to  be  preferred  in  this  exercise. 

2.  Teacher  should  take  ten-inch  squares  of  paper  and 
draw  parallel  lines  in  colored  pencil  right  across  paper. 

Have  children  cut  directly  on  colored  lines. 

3.  Teacher  should  take  ten-inch  squares  of  paper  and 
draw  curved  parallel  lines   in  colored  pencil  right  across 
paper. 

Have  children  cut  directly  on  curved  lines. 

4.  Teacher  should  make  very  simple  geometrical  forms 
on  drawing  paper.     Let  the  paper  be  about  ten  by  four 
inches  in  size ;  three  forms  would  be  sufficient  on  each  piece 
of  paper;  for  example,  square,  oval  and  triangle. 

5.  When  a  child  has  successfully  passed  the  four  pre- 
ceding exercises  in  paper  cutting,  he  will  now  be  ready  to 
take  up  very  simple  picture  cutting.     Be  sure  to  choose  pic- 
tures that  are  clear  in  outline  and  have  very  little  detail. 

Object. — Handwork ;  concentration. 


66  GAMES  AND   EXERCISES 


79.  PAPER    FOLDING 

Teacher  should  take  eight-inch  squares  of  firm  paper 
and  give  one  square  to  each  child. 

Have  children  stand  around  a  table  that  all  may  be  able 
to  follow  just  what  the  teacher  is  doing. 

Teacher  should  take  one  square  of  paper  and  fold  it  in 
half ;  have  each  child  fold  his  square  of  paper  in  exactly  the 
same  way.  Then  teacher  should  fold  the  paper  diagonally 
from  one  corner  to  the  opposite  corner,  and  have  children 
do  likewise  with  their  paper. 

Two  folds  will  be  quite  sufficient  to  start  this  exercise. 
As  children  improve  more  folds  may  be  attempted. 

Object. — Handwork ;  concentration. 


FOR   MENTAL  DEFECTIVES  67 

80.      SINGLE    LINE    BLOCK    BUILDING 

Material. — Equal  number  of  red  and  blue  blocks. 

Mark  floor  as  per  diagram. 

Line  up  children  in  one  straight  line ;  leader  standing  on 
starting  line. 

Give  each  child  a  block,  alternating  red  and  blue. 

At  a  given  signal  the  leader  should  run  and  place  his 
block  lengthwise  on  the  cross ;  he  should  then  run  to  rear  of 
line,  and  second  player  should  run  and  place  his  block  cross- 
wise on  leader's  block;  likewise,  he  should  go  to  rear  of  line, 
and  third  player  should  run.  The  exercise  continues,  each 
player  placing  his  block  crosswise  on  the  one  placed  before, 
thereby  building  a  structure  of  alternate  red  and  blue  blocks. 
Should  a  child  upset  the  structure  while  placing  his  block, 
he  must  rebuild  before  taking  his  place  at  rear  of  line. 

Object. — To  develop  muscular  control  and  attention. 


18    FT. 


GAMES  AND  EXERCISES 


81.  COMMAND    AND    COLOR 

Material. — Four   wooden   blocks,    one   red,    one   blue,    one 
green,  and  one  yellow. 

Place  blocks  in  a  row  upon  the  table,  call  upon  child  to 
perform,  and  give  commands  in  the  following  order. 
Pick  up  red. 
Pick  up  blue. 

Put  down  red  and  pick  up  green. 
Put  down  green  and  pick  up  yellow  and  red. 
Put  down  blue,  red  and  yellow  and  pick  up  green. 
Put  down  green,  and  go  to  your  seat. 

NOTE. — Do  not  attempt  this  exercise  until  training  has 
been  given  the  child  in  color  sense  development. 


FOR   MENTAL   DEFECTIVES  69 


82.  HOOP    GAME 

Material. — Light  wooden  hoop,  three  and  a  half  feet  in 
diameter. 

Place  players  in  two  straight  lines  according  to  height. 

Give  each  player  a  bean  bag,  one  line  having  red  bean 
bags  and  one  line  blue. 

Two  of  the  larger  players  should  hold  hoop  in  a  hori- 
zontal position  in  the  centre  of  the  two  lines  at  a  distance 
of  seven  feet  from  each  leader,  making  a  distance  of  four- 
teen feet  between  the  two  leaders. 

Draw  two  chalk  lines  on  which  leaders  of  each  side 
should  stand. 

At  a  given  signal  leaders  on  both  sides  should  throw 
their  bean  bags,  endeavoring  to  get  them  right  through  the 
hoop.  After  having  played  they  should  run  to  rear  of  line 
and  second  players  will  take  their  turn. 

The  game  continues  until  all  the  bean  bags  have  been 
thrown,  and  leaders  are  once  more  on  starting  line. 

Two  score  keepers  will  be  needed,  one  for  blues  and  one 
for  reds,  to  count  how  many  bean  bags  go  through  the  hoop. 

The  side  having  the  greater  number  of  bean  bags  go 
through  the  hoop,  wins  the  game. 

Object.— Accuracy  of  aim ;  competitive  spirit. 


70  GAMES  AND   EXERCISES 

83.  SIGHT    EXERCISE 

Material. — Articles  of  everyday  use. 

Teacher  should  place  a  number  of  articles  on  the  table. 
Use  only  those  articles  the  child  is  apt  to  come  in  contact 
with  in  everyday  life,  e.  g.,  spoon,  cup,  brush,  soap,  ball,  etc. 

When  the  exercise  is  started  use  only  six  articles,  and  as 
the  child  progresses,  slowly  increase  number. 

Call  a  child  from  class;  take  a  pointer  and  point  out 
different  articles  on  the  table;  have  the  child  answer  the 
names  of  articles  as  quickly  as  possible. 

Should  the  child  be  unable  to  talk,  teacher  should  call 
names  of  different  articles  and  have  child  touch  them  with 
pointer  as  they  are  called. 

NOTE. — This  exercise  must  not  be  attempted  until  child 
has  had  training  in  the  names  and  uses  of  the  different  ar- 
ticles. 

Object. — Concentration;  memory;  sight. 


84.  CHAIR    RACE 

Place  six  chairs  in  a  straight  line,  if  possible  place  them 
with  their  backs  to  the  wall. 

Make  a  starting  line  eighteen  feet  from  chairs,  and  call 
upon  seven  children  to  stand  on  it. 

At  a  given  signal  children  should  run  and  sit  on  a  chair ; 
the  odd  player  not  fortunate  enough  to  get  a  chair  is  out. 

Take  one  chair  away  and  repeat  game.  The  game  con- 
tinues until  one  chair  is  left,  and  two  children  to  run. 

The  child  successful  in  getting  that  chair  wins  the  race. 

Object. — Develop  muscular  control;  attention;  play 
spirit. 


FOR   MENTAL  DEFECTIVES  71 


85.  COLOR    STUDY 

Material. — A  number  of  four-inch  squares  of  bright  colored 
pieces  of  cotton. 

Mix  the  different  pieces  of  cotton  together  and  place 
them  in  a  heap  in  front  of  the  class. 

Give  each  child  one  piece  of  colored  cotton,  taking  care 
not  to  give  the  same  color  to  children  sitting  next  each  other. 

Teacher  should  call  upon  the  first  child  to  come  and 
choose  a  piece  of  cotton,  from  the  heap,  to  match  the  piece 
he  has  in  his  hand. 

When  he  has  the  desired  piece  he  should  hold  up  the 
two  pieces  of  cotton,  one  in  each  hand,  for  the  inspection  of 
the  class.  Teacher  may  ask  the  question,  "Are  John's  colors 
right?"  The  class  may  answer  uYes"  or  "No,"  as  the  case 
may  be. 

Next  child  will  perform  in  the  same  way,  and  the  exer- 
cise will  continue  until  all  the  children  have  matched  their 
colors. 


72  GAMES   AND   EXERCISES 


86.  SIZE,  COLOR,  AND  FORM 

Material. — Two  boxes  of  marked  difference  in  size,  form 
and  color.  For  example:  One  box  twelve  inches 
square  and  red  in  color;  the  other  box  round,  about 
six  inches  in  diameter  and  blue  in  color. 

Put  the  two  boxes  side  by  side  on  the  table,  and  call 
upon  a  child  to  perform. 

Teacher  holds  up  one  box  and  asks  the  question,  uWhat 
is  this?"  then  holds  up  the  other  and  asks  the  same  question. 
uAre  they  both  the  same  color?"  "What  color  is  this 
one?"  indicating  the  red.  "What  color  is  this?"  indicating 
the  blue.  "Are  they  both  the  same  shape?"  "What  shape 
is  this  one?"  indicating  the  square.  "What  shape  is  this?" 
indicating  the  round.  "Are  they  both  the  same  size?" 
"Which  is  the  larger?"  "Which  is  the  smaller?" 

Teacher  should  ask  the  above  questions  slowly  and  dis- 
tinctly, that  the  child  may  be  better  able  to  concentrate. 

Object. — Concentration;  form;  size;  color. 


FOR   MENTAL  DEFECTIVES  73 

87.  STONE    PICTURES 

Have  the  children  each  gather  a  small  pile  of  stones. 
Let  them  be  seated  in  a  half-circle  on  the  ground. 

Teacher  should  take  a  pointed  stick  and  draw  a  triangle 
in  the  soft  earth  in  front  of  each  child;  the  children  will 
then  take  their  stones  and  place  them  one  at  a  time  closely 
together  on  the  lines,  forming  a  triangle  of  stones.  Chil- 
dren may  then  make  a  square,  oval,  circle,  or  any  simple 
form  the  teacher  thinks  suitable. 

NOTE. — If  this  game  is  played  with  children  who  are 
learning  their  letters  and  numbers,  teacher  should  draw  dif- 
ferent numbers  and  letters,  and  let  them  fill  in  the  lines  with 
stones. 

Object. — Handwork ;  attention. 


88.  INDIAN  FILE  TARGET  GAME 

To  play  this  game  it  is  necessary  to  have  posts  or  trees 
upon  which  the  target  must  be  nailed. 

A  piece  of  board  painted  bright  red,  about  twelve  inches 
square,  will  be  needed  for  the  target;  nail  it  securely  to  the 
post  about  four  feet  from  the  ground,  or  according  to  height 
of  players. 

Line  up  players  in  single  file  twelve  feet  from  target; 
give  them  each  a  bean  bag. 

On  signal,  first  player  should  throw  his  bean  bag,  endeav- 
oring to  hit  target;  after  having  played,  he  should  then  run 
to  rear  of  line,  and  next  player  should  take  his  turn.  The 
game  continues  in  this  way  until  all  players  have  thrown 
their  bean  bags,  and  leader  is  on  starting  line  once  more. 

Object. — Accuracy  of  aim;  attention. 


74  GAMES  AND  EXERCISES 


89.  COLOR    PICK-UP 

Material. — Paper  of  different  colors  in  bright  shades;  small 
boxes. 

Teacher  should  cut  paper  into  pieces  of  different  sizes 
and  shapes,  and  scatter  them  within  a  small  space  on  the 
floor.  Choose  twelve  children,  and  give  each  one  a  piece 
of  paper  and  a  small  cardboard  box.  Have  them  pick  up 
pieces  of  paper  on  the  floor  corresponding  to  the  color  of 
the  piece  which  was  given  them.  When  all  the  pieces  are 
picked  up  each  child  should  show  his  box.  The  one  having 
gathered  the  most  pieces  of  correct  color  wins  the  game. 

NOTE. — Do  not  attempt  this  exercise  until  training  in 
color  sense  development  has  been  given  the  child. 

Object. — Handwork;  application. 


FOR   MENTAL  DEFECTIVES  75 

5 

90.          COMPETITIVE  TRIPLE   COLOR 

Material. — Red,  blue,  and  yellow  wooden  blocks. 

Chalk  floor  according  to  diagram.  Place  one  colored 
block  in  each  circle,  block  color  matching  circle  color. 

Place  children  in  two  lines,  according  to  size;  leaders  of 
each  line  standing  on  starting  lines.  Give  each  child  a 
block;  take  care  that  children  standing  next  each  other  do 
not  get  blocks  of  the  same  color. 

At  a  given  signal  leader  of  each  line  should  run  and 
place  his  block  in  circle  having  a  like  color;  he  should  then 
run  to  back  of  his  line,  and  second  player  will  take  his  turn, 
also  running  to  back  of  line  when  he  has  played.  The 
game  continues  in  this  way  until  all  blocks  have  been  played, 
and  leaders  are  once  more  on  the  starting  lines. 

Blocks  must  be  placed  in  an  upright  position. 

The  side  having  its  blocks  in  correct  circles  and  its  leader 
back  on  starting  line  first  wins  the  game. 

NOTE. — This  game  is  only  suitable  for  children  whose 
color  sense  is  developed,  and  for  those  .who  have  had  some 
training  in  competitive  games. 

Object. — Competitive  spirit;  attention. 


O  O 

YELLOW  YELLOW 

O        O  O        O 

BLUE  RED  BLUE  RED 

t  f 


.  6  FT. 

START  START 


76  GAMES  AND   EXERCISES 


91.  EXERCISE    IN    SIZE 

Material. — A  number  of  marbles  of  one  color  and  finish, 
but  of  four  different  sizes.  Let  the  difference  in  size 
be  marked. 

Give  each  child  about  two  dozen  marbles  and  have  him 
assort  the  different  sizes,  and  put  them  into  compartment 
boxes. 

The  above  will  be  found  to  be  an  attractive  as  well  as 
an  instructive  exercise,  since  most  children  take  pleasure  in 
handling  marbles. 

Object. — Attention;  handwork;  size. 


92.  COMMAND    AND    COLOR 

Material. — Two  blue  blocks,  two  yellow  blocks,  one  green, 
and  one  red. 

Place  blocks  side  by  side  on  the  table  and  call  child  to 
perform. 

Give  commands  in  the  following  order: 

Pick  up  red  and  green. 

Put  down  red  and  pick  up  two  yellows. 

Put  down  one  yellow  and  pick  up  red  and  blue. 

Put  down  red  and  pick  up  yellow  and  blue. 

Put  down  two  yellows  and  green  and  pick  up  red. 

Put  down  two  blues  and  one  red,  and  go  to  your  seat. 

NOTE. — Do  not  attempt  the  exercise  until  color  sense  is 
well  developed. 


FOR   MENTAL  DEFECTIVES  77 


93.  BALL  THROW 

Material. — Medicine  ball,  fourteen-foot  rope. 

Tie  the  rope  five  feet  from  the  ground,  or  according  to 
size  of  players,  between  two  posts  or  trees,  whichever  may 
be  available. 

Divide  players  into  two  lines  of  equal  number.  Players 
line  up  on  each  side  of  the  rope,  facing  each  other,  a  distance 
of  twelve  feet  between  lines. 

The  game  is  started  by  the  teacher,  who  throws  ball  to 
a  player  on  one  side,  who  in  turn  throws  it  over  the  rope  to 
players  on  the  other  side.  The  game  continues  in  this  way, 
the  ball  being  thrown  from  one  side  to  the  other.  The  ball 
must  not  be  thrown  to  any  particular  player;  it  should  be 
thrown  from  one  group  to  the  other,  those  catching  it  who 
can. 

Should  a  player  fail  to  catch  the  ball,  it  counts  one  point 
against  his  side.  The  first  side  having  ten  failures  gives 
the  opposite  side  the  game. 

NOTE. — This  game  is  Volley  Ball  in  simplified  form. 

Object. — To  develop  the  spirit  of  competitive  play;  ball 
catching. 


78  GAMES  AND   EXERCISES 

94.  ACTION  CIRCLE  GAME 

Children  form  a  circle,  hands  on  hips,  feet  placed  to- 
gether. Teach  children  following  words,  and  as  they  re- 
peat them  have  them  carry  out  the  action. 

See  my  hands  go  clap,  clap,  clap. 
See  my  feet  go  stamp,  stamp,  stamp, 
Now  my  head  nods  one,  two,  three. 
So  skip  merrily,  merrily,  we. 
Ha !  Ha !  Ha !  you  and  me. 
So  skip  merrily,  merrily,  we. 

On  the  words  "Clap,  clap,  clap,"  children  clap  hands 
three  times;  on  the  words  "Stamp,  stamp,  stamp,"  stamp 
the  feet  three  times;  on  the  words  "One,  two,  three,"  nod 
the  head  three  times;  for  the  rest  of  the  words  children  take 
hands  and  skip  around  until  last  "merrily  we." 

Object. — Sense  of  rhythm;  play  spirit;  muscular  control. 


95.  SENSE    OF   TOUCH 

Have  children  form  a  circle,  having  chosen  two  centre 
players  to  perform.  Teacher  should  blindfold  A;  have  B 
come  and  stand  within  touching  distance  of  A. 

Teacher  should  put  the  question  to  A,  "Who  is  it?"  and 
by  feeling  clothing,  face,  hair,  and  so  forth,  A  will  tell  the 
name  of  B. 

When  A  has  told  the  name  of  B,  choose  two  other  chil- 
dren to  perform. 

Object. — Concentration;  sense  of  touch. 


FOR   MENTAL  DEFECTIVES  79 


96.  CIRCLE  TOSS 

Cut  five  cardboard  circles.  Make  each  circle  bright  red 
on  one  side  and  bright  blue  on  reverse. 

Children  may  choose  whichever  color  they  prefer. 
Those  choosing  red  stand  on  one  side;  those  choosing  blue 
on  the  other. 

Teacher  should  throw  cardboard  circles  into  the  air  one 
at  a  time.  The  majority  of  those  falling  to  the  ground  with 
blue  side  up  cause  the  blues  to  win;  the  majority  falling  with 
red  side  up  cause  reds  to  win. 

Throwing  the  circles  into  the  air  one  at  a  time  holds  the 
children's  interest  more  readily,  and  is  less  likely  to  cause 
confusion  in  their  minds  than  throwing  all  together. 

Object. — Color  sense;  play  spirit. 


80  GAMES  AND   EXERCISES 

97.  BEAN    BAG    RELAY 

Material. — Bean  bags ;  shallow  box. 

Place  players,  according  to  size,  in  two  lines  of  equal 
number. 

Mark  floor  according  to  diagram. 


20    FT.  20    FT. 


If  a  shallow  box  or  basket  cannot  be  procured,  a  chalk 
circle  will  answer  the  purpose. 

Lines  in  position,  with  leaders  on  starting  lines. 

Give  each  player  a  bean  bag,  those  on  one  side  having 
red  bean  bags,  those  on  the  other  side  blue. 

At  a  given  signal  the  leader  of  each  side  should  run  and 
drop  his  bean  bag  into  the  basket  (it  must  not  be  thrown 
into  the  basket) ,  he  should  then  take  his  place  at  end  of  line, 
and  as  he  runs  over  starting  line  second  player  should  run. 

Each  player  should  run  in  turn  until  leaders  are  once 
more  on  starting  lines.  The  side  having  played  off  all  their 
bean  bags,  and  having  their  leader  back  to  starting  line  first, 
wins  the  game. 

Should  this  game  be  played  out-of-doors,  stones  may  take 
the  place  of  bean  bags. 

Object. — Competitive  spirit. 


FOR   MENTAL  DEFECTIVES  81 


98.  TARGET   GAME 

Material. — Two  pieces  of  board  twelve  inches  square, 
painted  bright  red,  for  targets ;  nail  them  securely  six 
feet  from  ground  to  a  tree  or  post,  with  ten  feet  be- 
tween. 

Make  two  starting  lines  opposite  targets,  at  twelve  feet 
distance. 

Place  players  in  two  lines  of  equal  numbers,  leaders 
standing  on  starting  line.  Give  each  player  a  bean  bag, 
red  bags  for  one  side,  and  blue  for  the  other  side. 

Two  score-keepers  will  be  needed,  one  for  blues  and  one 
for  reds,  to  count  how  many  bean  bags  hit  the  target. 

At  a  given  signal  the  leaders  on  both  sides  should  throw 
their  bean  bags,  endeavoring  to  hit  target.  After  having 
thrown  they  should  each  run  to  the  rear  of  their  line,  and 
game  will  be  repeated,  each  player  throwing  his  bean  bag 
at  the  target  and  then  running  to  the  end  of  the  line.  The 
side  having  the  greater  number  of  bean  bags  hit  the  target 
wins  the  game. 

Object. — Accuracy  of  aim ;  to  develop  spirit  of  competi- 
tive play. 


82  GAMES  AND  EXERCISES 


99.  COLOR    THROW 

Material — Six  bean  bags,  green,  yellow,  red,  blue,  orange 
and  purple. 

Children  sit  in  semi-circle  on  small  chairs. 

Teacher  should  throw  one  bag  each  to  children  in  differ- 
ent parts  of  class. 

Call  upon  Red  to  throw  his  bean  bag  to  teacher;  call 
upon  Yellow  to  throw  his  bag ;  call  upon  Green,  and  so  con- 
tinue until  all  bean  bags  have  been  returned  in  their  right 
order. 

Choose  six  other  children  and  continue  exercise. 

Object. — Sense  of  color;  attention. 


100.  PICK    UP    STICKS 

This  game  is  suitable  only  in  woods  or  groves  where 
there  may  be  small,  dry  sticks  to  gather. 

Have  children  search  for  all  the  sticks  they  can  find; 
small,  dry  twigs  of  any  kind  will  answer  the  purpose. 

When  twigs  are  gathered,  children  should  sit  on  the 
ground  in  a  semi-circle,  each  child  having  a  dozen  or  more 
sticks  to  work  with. 

Teacher  should  sit  in  front  of  class  and  using  sticks 
somewhat  larger  than  the  children  have,  make  a  simple  pat- 
tern for  them  to  copy. 

Teacher  should  make  the  pattern  slowly  and  let  children 
work  with  her.  As  one  stick  is  laid  by  the  teacher,  one 
stick  can  be  laid  by  the  children.  Let  the  patterns  be  very 
simple  to  start  with,  square,  triangle,  oblong,  alphabetic  let- 
ters such  as  A,  T,  E,  V,  H,  etc. 

When  children  have  learned  to  put  their  sticks  together 
so  that  they  can  follow  a  simple  pattern,  more  difficult  pat- 
terns may  be  used. 

Object. — Concentration;  handwork;  observation. 


FOR   MENTAL   DEFECTIVES  83 


101.       FORM  STUDY  IN  BLACK  AND 

WHITE 

Material. — Number  of  geometrical  forms,  square,  circle, 
oval,  triangle,  etc.,  one  side  black  and  reverse  side 
white,  made  of  very  thin  wood,  size  about  six  inches; 
one  large  form  eighteen  inches  in  size  will  be  needed 
for  every  six  small  forms. 

Children  should  be  seated  on  low  chairs  in  semi-circle. 

Teacher  should  place  large  geometrical  forms  on  the 
floor,  in  a  straight  line,  with  the  white  side  up.  Give  each 
child  a  small  form.  First  child  will  come  out  of  class  and 
place  his  small  form  on  large  form  of  corresponding  shape, 
white  side  up.  He  will  then  take  his  seat,  and  next  child 
will  perform.  The  exercise  continues  in  this  way  until  each 
child  has  placed  his  form. 

When  this  exercise  is  next  used  the  large  form  may  be 
placed  on  the  floor  with  black  side  up,  and  children  place 
their  forms  accordingly. 

This  exercise  may  also  be  varied  by  placing  the  large 
forms  on  the  floor,  alternating  black  and  white,  thereby 
making  the  exercise  more  difficult  and  taxing  the  child's 
powers  of  concentration  more  keenly. 

Object. — Form ;  concentration. 


84  GAMES   AND   EXERCISES 

102.  BLOCK    STANDING 

Material. — Equal  number  of  red  and  blue  blocks. 

Teacher  should  chalk  floor  as  per  diagram.  Place  play- 
ers, according  to  size,  in  two  lines  of  equal  number. 

Have  leaders  stand  on  starting  lines;  give  each  child  a 
block,  red  for  one  line,  and  blue  for  the  other. 

At  a  given  signal  children  should  run  in  relay  style  and 
place  their  blocks  on  end  in  the  circle.  If  the  block  should 
drop  lengthwise  they  must  stop  and  place  it  on  end.  Should 
a  player  knock  another  block  down  while  placing  his,  he 
must  replace  it  upright  before  returning  to  his  line. 

The  line  having  all  their  blocks  placed  in  circle,  and 
their  leader  back  on  the  starting  line  first,  wins  the  game. 

Object. — Spirit  of  competitive  play. 


RED  BLUE 


START  START 


FOR   MENTAL  DEFECTIVES  85 

103.  COLOR    CIRCLE   THROW 

Material. — Red,  blue,  and  yellow  bean  bags. 

Form  a  circle,  children  standing  considerable  distance 
apart.  Draw  three  circles  as  per  diagram;  put  one  bean 
bag  in  each  circle  of  like  color. 

Give  each  child  a  bean  bag,  alternating  red,  blue  and 
yellow.  At  a  given  signal  the  game  should  start,  each  player 
throwing  his  bean  bag  in  turn  and  endeavoring  to  get  it  into 
the  circle  of  corresponding  color.  When  all  bean  bags  have 
been  played,  teacher  should  count  the  bags  in  the  circle  hav- 
ing the  greatest  number  correctly  thrown.  The  players 
who  have  thrown  the  greatest  number  of  bags  of  same  color 
as  circle,  win  the  game. 

Object. — Color;  accuracy  of  aim. 


X  X 

X  X 


O 

RED 

oo 

BLUE     YELLOW 


X 

X  X 


86  GAMES  AND   EXERCISES 

104.  EXERCISE    IN  LENGTH 

Material. — Sticks  of  wood  painted  bright  red,  in  four,  three, 
two  and  one  inch  lengths. 

Mix  the  different  lengths  together.  Have  children 
stand  around  the  table.  Give  each  child  a  handful  of  sticks 
and  have  him  assort  the  different  lengths. 

As  he  matches  the  different  lengths  he  should  put  them 
neatly  side  by  side. 

If  this  exercise  proves  confusing  to  the  child,  and  he  is 
not  able  to  assort  the  four  different  lengths,  the  teacher 
should  take  away  the  three  and  one  inch  lengths,  and  have 
him  assort  only  the  four  and  two  inch  lengths.  In  this  man- 
ner the  exercise  will  be  much  simplified. 


105.  MEDICINE    BALL    LINE-UP 

Material. — Medicine  ball. 

Players  should  be  in  two  lines  facing  each  other,  eight 
feet  between  lines. 

Give  the  ball  to  the  leader  on  line  A  and  have  him  throw 
it  to  leader  on  line  B ;  after  having  thrown  the  ball,  leader 
on  line  A  should  immediately  run  to  the  end  of  his  line. 
After  having  received  the  ball,  leader  on  line  B  should 
throw  it  back  to  second  player  on  line  A,  and  leader  on  line 
B  should  run  to  the  end  of  his  line.  The  game  continues 
in  this  way,  each  player  throwing  the  ball  to  the  opposite 
player  and  then  running  to  the  end  of  his  line. 

Scores  must  be  kept  on  both  sides  to  keep  count  of  the 
number  of  failures  in  catching. 

The  side  having  the  least  number  of  failures  wins  the 
game. 

Object. — Concentration;  competitive  spirit;  train  eye 
and  hand  for  ball  catching. 


FOR   MENTAL   DEFECTIVES  87 

106.  BLOCK    BUILDING    RELAY 

Material. — Equal  number  of  red  and  blue  wooden  blocks. 

Draw  diagram  as  below. 

Children  stand  in  two  lines  with  leaders  on  starting  lines. 
Give  each  child  a  block,  one  line  having  red,  and  one  line 
blue. 

At  a  given  signal,  the  leaders  of  each  line  should  run 
and  place  their  blocks  lengthwise  on  the  chalk  crosses.  The 
leaders  should  then  each  run  to  the  rear  of  their  lines,  and 
the  two  second  players  should  run  and  place  their  blocks 
crosswise  on  the  first  players'  blocks;  they  should  then  run 
to  the  rear  of  their  lines,  and  third  players  should  run;  the 
game  continuing  in  this  way  until  all  the  blocks  are  played, 
and  two  structures  of  crosswise  blocks  are  made,  one  of  blue 
and  one  of  red.  Should  a  player  upset  the  structure  while 
placing  his  block,  he  must  rebuild  it  again  before  running 
to  the  rear  of  line. 

The  side  having  its  structure  made,  and  its  leader  back 
on  starting  line  first,  wins. 

Object. — Muscular  control;  concentration. 


20    FT. 


88  GAMES  AND   EXERCISES 


107.     COMMAND,  COLOR,  AND  CON- 
CENTRATION 

Material. — Eight  wooden  blocks,  two  blue,  two  red,  two 
yellow,  two  green. 

Call  child  from  class  and  give  following  commands 
slowly  and  distinctly: 

Pick  up  one  red  block,  one  green  and  one  blue. 

Put  down  one  red  and  pick  up  two  yellow  blocks. 

Put  down  one  yellow  and  pick  up  two  red  blocks. 

Put  down  one  red,  one  yellow  and  one  green  and  pick 
up  one  blue. 

Put  down  one  red  and  one  blue  and  pick  up  two  greens 
and  one  yellow. 

Put  down  two  greens,  one  yellow,  and  one  blue,  and  go 
to  your  seat. 

Absolute  quiet  must  be  maintained  in  the  schoolroom 
during  this  exercise. 

NOTE. — Color  sense  training  must  be  given  the  child 
before  any  attempt  be  made  at  this  exercise. 


FOR   MENTAL  DEFECTIVES  89 

108.  FORM    BUILDING 

Material. — Twenty-four    wooden    blocks,    twelve    red    and 

twelve  blue. 
Mark  floor  according  to  diagram. 


18  FT.  *• 

0 


Line  up  children,  according  to  size,  in  two  lines  of 
twelve.  Give  children  each  a  wooden  block,  one  line  hav- 
ing red  and  one  line  blue. 

Leaders  stand  on  starting  lines. 

At  a  given  signal  leaders  should  run  and  place  their 
blocks  on  end  on  one  of  the  little  crosses  in  the  triangle. 
They  should  then  run  to  the  end  of  line  and  second  players 
should  run  and  place  their  blocks  in  like  manner.  The 
game  continues  until  all  the  blocks  have  been  placed,  and 
leaders  are  once  more  on  starting  lines. 

The  blocks  must  be  placed  upright.  Should  a  player 
knock  another  block  down  while  placing  his,  he  must  replace 
it  before  running  back  to  his  line.  The  side  having  all  of 
its  blocks  placed  and  its  leader  back  on  starting  line  first, 
wins  the  game. 

The  diagram  may  be  varied  by  drawing  any  simple 
geometric  forms  such  as  square,  oval,  circle,  etc. 

Object. — Form ;  spirit  of  competitive  play. 


90  GAMES  AND   EXERCISES 


109.  FEELING 

Material. — One  tennis  ball,  golf  ball,  baseball,   small  gas 
ball,  woolen  ball,  glass  ball,  wooden  ball. 

Preparatory  to  this  exercise  the  child  must  be  taught  by 
sense  of  sight  to  know  these  different  balls,  and  to  call  them 
by  name. 

Place  the  balls  on  the  table  and  call  upon  a  child  to  per- 
form; blindfold  his  eyes  and  hand  him  one  ball  at  a  time 
and  have  him  tell  the  class  the  name  of  the  ball  he  is  holding. 

Should  the  child  be  unable  to  speak,  teacher  should  say, 
"Give  me  the  tennis  ball!"  The  child  should  feel  among 
the  balls  and  hand  teacher  the  tennis  ball. 

Continue  exercise  in  this  way. 

Object. — Concentration;  sense  of  touch;  memory. 


110.  BALL    BOUNCING— I. 

Material. — Rubber  balls. 

Make  a  straight  chalk  line  and  have  children  stand  side 
by  side  on  it. 

Give  each  child  a  rubber  ball. 

Children  must  play  in  turn.  Have  child  throw  ball  into 
the  air  and  catch  it  as  it  returns.  The  ball  may  be  thrown 
about  two  feet.  Let  this  exercise  be  repeated  many  times. 

Children  must  play  one  at  a  time  or  confusion  will  ensue. 


FOR   MENTAL  DEFECTIVES 


111.  BALL    BOUNCING— II. 

Children  should  stand  in  position  on  chalk  line.  Give 
each  child  a  rubber  ball. 

Teacher  should  call  upon  the  first  child  to  bounce  ball 
once.  When  the  first  child  has  bounced  his  ball,  call  upon 
the  second  child,  and  so  continue  along  the  line.  Should  a 
child  fail  to  catch  the  ball,  do  not  stop  to  have  the  child 
repeat,  but  continue  to  end  of  line,  and  then  repeat  the  ex- 
ercise right  through. 


112.  BALL    BOUNCING— III. 

Teacher  should  collect  balls  and  have  children  stand  in 
half-circle. 

Bounce  one  ball  each  to  the  children,  giving  each  their 
ball  in  turn  and  bouncing  them  diagonally.  When  all  balls 
have  been  played  children  should  then  bounce  them  back  to 
teacher,  first  child  leading,  and  each  child  playing  in  turn. 

NOTE. — Four  minutes'  free  play  with  the  balls  may  be 
allowed  after  each  of  these  ball-bouncing  exercises. 

Object. — Train  eye  and  hand  for  ball  catching;  atten- 
tion. 


92 


GAMES  AND   EXERCISES 


113.       COLOR  AND  FORM  PUZZLES 


For  these  exercises  use  twelve-inch  forms  made  of  thin 
wood,  painted  in  bright  colors. 

For  beginners,  take  the  colors  blue,  red,  and  yellow,  and 
use  only  circles  and  squares.  Each  form  should  be  cut  into 
two  pieces. 

Give  each  child  four  pieces;  for  example,  two  pieces  of 
red  comprising  one  red  circle,  and  two  pieces  of  blue  com- 
prising one  blue  square. 

The  next  child  could  have  two  yellow  pieces  forming  a 
yellow  circle,  and  two  red  pieces  forming  a  red  square. 


FOR   MENTAL  DEFECTIVES 


93 


114.       COLOR  AND  FORM  PUZZLES 

II 

For  a  more  advanced  class,  use  blue,  red,  yellow,  and 
green  colors,  and  square,  circle,  oval,  and  diamond  forms. 
Each  form  must  be  cut  into  three  pieces.  Give  each  child 
six  pieces,  with  which  he  should  make  two  complete  forms; 
for  example,  three  yellow  pieces  forming  an  oval,  and  three 
green  pieces  forming  a  diamond. 


94 


GAMES  AND   EXERCISES 


115.       COLOR  AND  FORM  PUZZLES 

III 

For  more  advanced  class  use  colors  red,  blue,  yellow, 
green,  purple,  and  orange.  Use  as  forms  ovals,  squares, 
diamonds,  oblongs,  circles,  and  triangles ;  each  form  must  be 
cut  into  five  pieces. 

One  child  may  have  three  forms,  or  fifteen  pieces,  rep- 
resenting three  forms  of  different  color  when  put  together. 

Color  sense  development  is  necessary  before  this  last 
exercise  may  be  attempted. 


LIST    OF    EXERCISES    AND    GAMES  95 


LIST  OF  EXERCISES  AND  GAMES 


PART    I 

PAGE 

Introduction 5 

Exercise 

1.  Bean  Bag  Catch 11 

2.  Roll  Ball  11 

3.  Bean   Bag  Toss 12 

4.  Color    12 

5.  Command  and  Concentration 13 

6.  Bowling  13 

7.  Memory   and   Command 14 

8.  Ball   Throw    14 

9.  Silence  Period 15 

10.  Block  Placing   15 

11.  Color   Exercise    16 

12.  Rolling  Rounders  16 

13.  Muscular   Control    17 

14.  Shoe  Lacing  Exercise 17 

15.  Bean  Bag  Throw 18 

16.  Hearing  Exercise 18 

17.  Medicine  Ball  Throw  19 

18.  Tiptoe  Exercise    19 

19.  Pulling  Exercise  20 

20.  Command  and  Concentration   20 

21.  Bell  Circle    21 

22.  Sit  and  Stand 21 

23.  Sense  of  Direction   22 

24.  Hoop  Game    22 

PART    II 

25.  Direction  and  Command     25 

26.  Visualization  25 


96  LIST    OF    EXERCISES    AND    GAMES 


27.  Single  Line  Block  Standing 26 

28.  Walking  Exercise 27 

29.  Command  and  Observation   27 

30.  Broad  Jump    28 

31.  Muscular  Control    28 

32.  Bean  Bag  Throw 29 

33.  Hearing  and  Concentration 30 

34.  Sense  of  Touch 30 

35.  Single  Line  Hoop  Game 31 

36.  Relay  Race   32 

37.  Schoolroom  Observation    33 

38.  Bird  Flying  Exercise 33 

39.  Action  Song    34 

40.  Days  of  Week  1 35 

41.  Days  of  Week  II 35 

42.  Direction  and  Attention 36 

43.  Running  Exercise   36 

44.  Circle   Hoop   Game 37 

45.  Command  and  Concentration   37 

46.  Farmyard  Game   38 

47.  Color  Observation    38 

48.  Rope  Jumping    39 

49.  Form  Building    40 

50.  Odd  Man  Out 41 

51.  Rounders 41 

52.  Places  Change     1 42 

53.  Places  Change  II 42 

54.  Observation     43 

55.  Bean  Bag  Race 44 

56.  Block   Structure 45 

57.  Command  and  Concentration   45 

58.  Circle  Throw   46 

59.  Concentration  and  Memory 46 

60.  Form  Building   47 

61.  Double  Line  Hoop  Game 48 

62.  Hide  the  Block 49 

63.  Action  Song 50 


LIST    OF    EXERCISES    AND    GAMES  97 

EXERCISE  PAGE 

64.  Observation     51 

65.  Keenness  of  Vision  51 

66.  Block  and  Basket  Game   52 

67.  Form  Marching   53 

PART     III 

68.  Visualization  and  Color 57 

69.  Drop  the  Bean  Bag 57 

70>     Marching 58 

1.  Mark  Time. 

2.  Slow  Marching. 

3.  Quick  Marching. 

4.  Hands  on  Hips  and  March. 

5.  Clap  and  March. 

6.  Hands  on  Shoulders  and  March. 

7.  Hands  on  Heads  and  March. 

8.  Silent  Marching. 

9.  Arms  Double,  Run. 

10.  Double  Lines;  Mark  Time. 

11.  Forward,  March. 

71.  Exercise  in  Rough  and  Smooth  Surfaces 59 

72.  Centre  Ball  Catch 60 

73.  Memory  and  Color   61 

74.  Circle  Block  Building   61 

75.  Bean  Bag  Pass 62 

76.  Hearing  Game   63 

77.  Tri-color  Game    64 

78.  Scissors  Work  65 

1.  Paper  Cutting. 

2.  "  "         on  straight  lines. 

3.  on  curved  lines. 

4.  Cutting  out  Forms. 

5.  Cutting  Simple  Pictures. 

79.  Paper  Folding 66 

80.  Single  Line  Block  Building 67 

81.  Command  and  Color    68 

82.  Hoop  Game    69 


98  LIST    OF    EXERCISES    AND    GAMES 


83.  Sight  Exercise 70 

84.  Chair  Race    70 

85.  Color  Study    71 

86.  Size,  Color  and  Form 72 

87.  Stone   Pictures 73 

88.  Indian  File  Target 73 

89.  Color  Pick-up     74 

90.  Competitive  Triple  Color   75 

91.  Exercise  in  Size   76 

92.  Command  and  Color 76 

93.  Ball   Throw    77 

94.  Action  Circle  Game 78 

95.  Sense  of  Touch    78 

96.  Circle  Toss     79 

97.  Bean  Bag  Relay 80 

98.  Target  Game   81 

99.  Color  Throw    82 

100.  Pick  up  Sticks 82 

101.  Form  Study  in  Black  and  White 83 

102.  Block    Standing    84 

103.  Color  Circle  Throw 85 

104.  Exercise  in  Length 86 

105.  Medicine  Ball  Line  Up 86 

106.  Block  Building  Relay 87 

107.  Command,  Color,  and  Concentration 88 

108.  Form  Building   89 

109.  Feeling     90 

110.  Ball  Bouncing  1 90 

111.  "  "  II 91 

112.  "  "  III 91 

113.  Color  and  Form  Puzzles  1 92 

114.  "         "         "  "       II 93 

115.  "        "        "  "       III.  94 


INDEX 


99 


INDEX 


Action  Circle  Game,  78 
Action  Song,  34,  50 

Ball  Bouncing,  90,  91 

Ball   Throw,    14,   77 

Bean  Bag  Catch,  11 

Bean  Bag  Pass,  62 

Bean  Bag  Race,  44 

Bean  Bag  Relay,  80 

Bean  Bag  Throw,  18,  29 

Bean  Bag  Toss,  12 

Bell   Circle,  21 

Bird-flying  Exercise,  33 

Block  and  Basket  Game,  52 

Block  Building  Relay,  87 

Block  Building,  Single  Line,  67 

Block  Placing,  15 

Block  Standing,  84 

Block  Standing,  Single  Line,  26 

Block  Structure,  45 

Bowling,  13 

Broad  Jump,  28 

Center  Ball  Catch,  60 

Chair  Race,  70 

Circle  Block  Building,  61 

Circle  Hoop  Game,  37 

Circle  Throw,  46 

Circle  Toss,  79 

Color,  12 

Color  and  Form  Puzzles,  92,  93,  94 

Color  Circle  Throw,  85 

Color  Exercise,  16 

Color  Pick-up,  74 

Color  Observation,  38 

Color   Study,  71 

Color  Throw,  82 

Command  and  Color,  68,  76 

Command  and  Concentration,  13, 
20,  37,  45 

Command  and  Observation,  27 

Command,  Color  and  Concentra- 
tion, 88 

Competitive  Triple  Color,  75 

Concentration  and  Memory,  46 


Days  of  Week,  I,  II,  35 
Direction  and  Attention,  36 
Direction  and  Command,  25 
Drop  the  Bean  Bag,  57 

Farmyard  Game,  38 

Feeling,  90 

Form  Building,  40,  47,  89 

Form  Marching,  53 

Form  Study  in  Black  and  White,  83 

Hearing  and  Concentration,  30 

Hearing  Exercise,  18 

Hearing  Game,  63 

Hide  the  Block,  49 

Hoop  Game,  22,  69 

Hoop  Game,  Double  Line,  48 

Hoop  Game,  Single  Line,  31 

Introduction,  5 

Indian  File  Target  Game,  73 

Jump,  Broad,  28 

Jumping  Rope,  39 

Keenness  of  Vision,  51 
Length  Exercise,  86 

Marching,  58 

Medicine  Ball  Line-up,  86 
Medicine  Ball  Throw,  19 
Memory  and  Color,  61 
Memory  and  Command,  14 
Muscular  Control,  17,  28 

Observation,  43,  51 
Odd  Man  Out,  41 

Paper  Folding,  66 
Pick  Up  Sticks,  82 
Places  Change,  I,  II,  42 
Pulling  Exercise,  20 

Relay,  Block  Building,  87 
Relay  Race,  32 
Roll  Ball,  11 


100 


INDEX 


Rolling  Rounders,  16 
Rope  Jumping,  39 

Rough  and   Smooth   Surfaces,  Ex- 
ercise, 59 
Rounders,  41 
Running  Exercise,  36 

Schoolroom  Observation,  33 
Scissors  Work,  65 
Sense  of  Direction,  22 
Sense  of  Touch,  30,  78 
Shoe-Lacing  Exercise,  17 
Sight  Exercise,  70 
Silence  Period,  15 
Sit  and  Stand,  21 
Size,  Color  and  Form,  72 


Size  Exercise,  76 
Stone  Pictures,  73 
Surfaces,  Rough  and  Smooth,  Ex- 
ercise,  59 

Target  Game,  81 

Target  Game,  Indian  File,  73 

Tiptoe  Exercise,  19 

Tri-Color  Game,  64 

Triple  Color,  Competitive,  75 

Vision,  Keenness  of,  51 
Visualization,  25 
Visualization  and  Color,  57 

Walking  Exercise,  27 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


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REC'D  LD 

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